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  • 1.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Estimating undergraduate bilingual scientific literacy in Sweden2009In: International CLIL Research Journal, ISSN 1797-948X, Vol. 1, no 2, p. 26-35Article in journal (Refereed)
  • 2.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Language and Engineering: Towards Bilingual Scientific Literacy2008In: Paper presented at the Engineering Education Development Conference, Royal Institute of Technology, Stockholm, Sweden, 26-27 November., 2008Conference paper (Other academic)
  • 3.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Science, Language, and Literacy: Case Studies of Learning in Swedish University Physics2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis presents an investigation of undergraduate student learning with respect to physics lectures attended in English and Swedish. The work studies three connected areas: student learning patterns, bilingual scientific literacy and disciplinary discourse.

    Twenty-two physics students at two Swedish universities attended lectures in both English and Swedish as part of their regular undergraduate programme. These lectures were video-taped and used to contextualize in-depth, semi-structured interviews with students.

    When taught in English the students asked and answered fewer questions and reported be-ing less able to simultaneously follow the lecture and take notes. Students adapted to being taught in English by; asking questions after the lecture, no longer taking notes in class, read-ing sections of work before class or—in the worst case—by using the lecture for mechanical note taking.

    Analysis of student oral descriptions of the lecture content in both languages identified a small number of students who found it almost impossible to speak about disciplinary concepts in English. These students were first-years who had not been taught in English before. How-ever, the findings suggest that, above a certain threshold level of disciplinary language com-petence, it does not appear to matter which language students are taught in.

    Finally, the thesis makes a theoretical contribution to educational research. The initial lan-guage perspective is broadened to include a wide range of semiotic resources that are used in the teaching of undergraduate physics. Student learning is then characterized in terms of becoming fluent in a disciplinary discourse. It is posited that in order to achieve an appropri-ate, holistic experience of any given disciplinary concept, students will need to become fluent in a critical constellation of disciplinary semiotic resources.

  • 4.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Teaching in English: The effects of language choice on student learning in Swedish university science2008In: Paper presented at the International Research Conference on Language Planning and Language Policy, Saltsjöbaden, Stockholm, 9-10 June., 2008Conference paper (Refereed)
  • 5.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    A Disciplinary Discourse Perspective on University Science Learning: Achieving fluency in a critical constellation of modes2008In: Journal of Research in Science Teaching, ISSN 0022-4308, E-ISSN 1098-2736, Vol. 46, no 1, p. 27-49Article in journal (Refereed)
    Abstract [en]

    In this theoretical article we use an interpretative study with physics undergraduates to exemplify a proposed characterization of student learning in university science in terms of fluency in disciplinary discourse. Drawing on ideas from a number of different sources in the literature, we characterize what we call “disciplinary discourse” as the complex of representations, tools and activities of a discipline, describing how it can be seen as being made up of various “modes”. For university science, examples of these modes are: spoken and written language, mathematics, gesture, images (including pictures, graphs and diagrams), tools (such as experimental apparatus and measurement equipment) and activities (such as ways of working—both practice and praxis, analytical routines, actions, etc.). Using physics as an illustrative example, we discuss the relationship between the ways of knowing that constitute a discipline and the modes of disciplinary discourse used to represent this knowing. The data comes from stimulated recall interviews where physics undergraduates discuss their learning experiences during lectures. These interviews are used to anecdotally illustrate our proposed characterization of learning and its associated theoretical constructs. Students describe a repetitive practice aspect to their learning, which we suggest is necessary for achieving fluency in the various modes of disciplinary discourse. Here we found instances of discourse imitation, where students are seemingly fluent in one or more modes of disciplinary discourse without having related this to a teacher-intended disciplinary way of knowing. The examples lead to the suggestion that fluency in a critical constellation of modes of disciplinary discourse may be a necessary (though not always sufficient) condition for gaining meaningful holistic access to disciplinary ways of knowing. One implication is that in order to be effective, science teachers need to know which modes are critical for an understanding of the material they wish to teach.

  • 6.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Bilingual Scientific Literacy2008In: Paper presented at the Beyond Borders of Scientific Literacy: International Perspectives on New Directions for Policy and Practice Symposium at the Canadian Society for the Study of Education Congress Conference, Vancouver, B.C., Canada, May 31 - June 8., 2008Conference paper (Refereed)
  • 7.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy. Kalmar University College.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Bilingual Scientific Literacy?: The Use of English in Swedish University Science Courses2008In: Nordic Journal of English Studies, ISSN 1654-6970, E-ISSN 1654-6970, Vol. 7, no 3, p. 145-161Article in journal (Refereed)
    Abstract [en]

    A direct consequence of the Bologna declaration on harmonisation of Europeaneducation has been an increase in the number of courses taught in English at Swedishuniversities. A worrying aspect of this development is the lack of research into the effectson disciplinary learning that may be related to changing the teaching language to Englishin this way. In fact, little is known at all about the complex inter-relationship betweenlanguage and learning. In this article we attempt to map out the types of parameters thatour research indicates would determine an appropriate language mix in one section ofSwedish higher education—natural science degree courses. We do this from theperspective of the overall goal of science education, which we suggest is the productionof scientifically literate graduates. Here we introduce a new term, bilingual scientificliteracy to describe the particular set of language-specific science skills that we hope tofoster within a given degree course. As an illustration of our constructs, we carry out asimple language audit of thirty Swedish undergraduate physics syllabuses, listing thetypes of input provided for students and the types of production expected from students inboth languages. We use this information to map out an ‘implied student’ for the courseswith respect to bilingual scientific literacy. The article finishes by identifying issues forfurther research in this area.

  • 8.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Learning through English: further insights from a case study in Swedish university physics2008In: Paper presented at the Nätverk och Utveckling 2008 Lärande i en ny tid - samtal om undervisning i högre utbildning Conference, Kalmar, Sweden, 7-9 May., 2008Conference paper (Refereed)
  • 9.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    A conference as examination: Meeting a professional scientist culture2008In: Presentation at the Scholarship of University Teaching and Learning National Workshop III - Teachers developing their practice using science education research, Göteborg, Sweden, 23-24 October, 2008Conference paper (Other academic)
  • 10.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Acquisition of a collection in context: A case study of the Uppsala Cabinet of Physics2006In: Proceedings of the XXV Scientific Instrument Symposium: East and West, The Common European Heritage / [ed] Ewa Wyka, Maciej Kluza, Anna Karolina Zawada, 2006Conference paper (Refereed)
  • 11.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Experimentalfysiken - Motiven bakom 1700-talets förändrade fysikundervisning2007Other (Other (popular science, discussion, etc.))
  • 12.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    'Fysikshow?' eller 'Varför måste fysik alltid vara så roligt?'2007In: Presentation at "Fysikdagarna 2007", Uppsala Universitet, 29-30 October., 2007Conference paper (Other (popular science, discussion, etc.))
  • 13.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Hur ger man civilingenjörsstudenter positiva upplevelser av utbildningens första termin?2008Conference paper (Other academic)
  • 14.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Physics Education in Sweden: An Overview2008In: Presentation at the European Committee for Future Accelerators R-ECFA Meeting, Uppsala, Sweden, 9-10 May, 2008Conference paper (Other academic)
  • 15.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Undervisning och lärande ur ett identitetsperspektiv2008In: Presentation to the 'Mentorskollegiet', Uppsala University, 16 October, 2008Conference paper (Other academic)
  • 16.
    Andersson, Staffan
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Elmgren, Maja
    Uppsala University.
    Betydelsen av den första terminen2008In: Presentation at the "Förstaårskonferens", Uppsala, Sweden, 25 May, 2008Conference paper (Other (popular science, discussion, etc.))
  • 17.
    Andersson, Staffan
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Gelin, Birgitta
    Uppsala University, University Administration.
    Avhopp från utbildningar i naturvetenskap och teknik vid Uppsala universitet2008Report (Other academic)
  • 18.
    Andersson, Staffan
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Motives and Achievements of First Year Students in Bologna Physics Programmes at Uppsala University, Sweden2008In: Poster presented at the European Physics Education Network's (EUPEN) 10th Jubilee General Forum, Polana Brasov, Romania, 4-6 September, 2008Conference paper (Other academic)
  • 19.
    Andersson, Staffan
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Motives and achievements of first year students in the masters programme in Engineering Physics at Uppsala University2008In: Paper presented at the Engineering Education Development Conference, Royal Institute of Technology, Stockholm, Sweden, 26-27 November., 2008Conference paper (Refereed)
  • 20.
    Andersson, Staffan
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Relations between motives, academic achievement and retention in the first year of a master programme in Engineering Physics2009In: Paper presented at the ESERA (European Science Education Research Association) Conference, Istanbul, Turkey, 31 August - 4 September, 2009Conference paper (Refereed)
  • 21. Berge, Maria
    et al.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    The storylines of learning physics in groups: perspectives on becoming a physicist2008In: Paper presented at Higher Education Close-up 4 Conference, Cape Town, South Africa, June., 2008Conference paper (Refereed)
  • 22. Bolton, Kim
    et al.
    Saalman, Elisabeth
    Christie, Michael
    Ingerman, Åke
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    SimChemistry as an active learning tool in chemical education.2008In: Chemistry education, ISSN 1109-4028, E-ISSN 1109-4028, Vol. 9, no 3, p. 277-284Article in journal (Refereed)
    Abstract [en]

    The publicly available free computer program, SimChemistry, was used as an active learning tool in the chemical engineering curriculum at the University College of Borås, Sweden. The activity involved students writing their own simulation programs on topics in the area of molecular structure and interactions. Evaluation of the learning experience was done using interviews and by comparing learning outcomes with previous teachings of the topics. Overall, the outcome was interactively engaging group work, high quality construction of simulations, and a much better ability to explain molecular-level chemical concepts and their relations. An interesting perception that emerged during the interviews was that many of the students were unable to explicitly describe the improvement in learning that they had experienced. However, they did recognize that learning had occurred, and all firmly and positively recommended that the initiative be continued for subsequent courses.

  • 23. Collier-Reed, Brandon
    et al.
    Case, Jennifer
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    The experience of interacting with technological artefacts2009In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 34, no 4, p. 295-303Article in journal (Refereed)
  • 24.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Att lära sig bli fysiker: en könad process2008In: Paper presented at the Nätverk och Utveckling 2008 Lärande i en ny tid - samtal om undervisning i högre utbildning Conference, Kalmar, Sweden, 7-9 May., 2008Conference paper (Refereed)
  • 25.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Feminist and anti-oppressive strategies in: the physics laboratory?2009In: Workshop presented at the Challenging education: Feminist and anti-oppressive strategies in teaching and learning, the first Nordic conference on feminist pedagogies, Vaksalaskolan, Uppsala, 14-16 June., 2009Conference paper (Other academic)
  • 26.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Genusmedveten laborationsundervisning i fysik2008In: Genus och naturvetenskaplig undervisning Workshop, Uppsala University, October, 2008Conference paper (Other academic)
  • 27.
    Danielsson, Anna
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Belanger-Champange, C.
    The physics student laboratory2008In: Workshop presented at the Crossing Perspectives on Gender and Physics Conference, Uppsala University, September, 2008Conference paper (Other academic)
  • 28.
    Danielsson, Anna
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Learning in physics by doing laboratory work: towards a new conceptual framework2009In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 21, no 2, p. 129-144Article in journal (Refereed)
    Abstract [en]

    Drawing on a study that explores university students' experiences of doing laboratory work in physics, this article outlines a proposed conceptual framework for extending the exploration of the gendered experience of learning. In this framework situated cognition and post-structural gender theory are merged together. By drawing on data that aim at exploring the gendered experience of learning in physics in the laboratory setting, a case is made for the proposed conceptual framework to facilitate an analysis of gender as an active process that relates the dynamics of this process to the emerging physicist identities of the students. In other words, this framework allows for an analysis of the gendered learning experiences in a context such as physics education that goes well beyond the usual 'women-friendly' teaching approaches.

  • 29.
    Enghag, Margaret
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Forsman, Jonas
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Moons, Ellen
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Wickman, Susanne
    Students self-evaluations of themselves as disciplinary practitioners2009In: Paper presented at the GIREP-EPEC (International Research Group on Physics Teaching) Conference, University of Leicester, Great Britain, 17-21 August., 2009Conference paper (Refereed)
  • 30.
    Forsman, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Studentavhopp: varför sker det och hur kan det motverkas?2009In: Paper presented at the 'Konferens i universitetspedagogisk utveckling', Uppsala, October., 2009Conference paper (Refereed)
  • 31. Fraser, Duncan
    et al.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Teaching in higher education through the use of variation: examples from distillation, physics and process dynamics2009In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 34, no 4, p. 369-381Article in journal (Refereed)
    Abstract [en]

    Contemporary learning research and development that is embedded in primary and secondary schooling is increasingly acknowledging the significance of a variation approach for enhancing the possibility of learning. However, the variation approach has so far attracted very little attention in higher education, but where it has, the results have been most worthwhile and encouraging. In this article, aspects of the approach that are useful for higher education are described and illustrated using three examples: learning distillation in third-year chemical engineering using a computer simulation, learning Newton's third law in first year physics using an interactive class session, and a proposal for teaching and learning a particular application of Laplace transforms in process dynamics. It is contended that explicit use of variation enhances the possibility of learning for students.

  • 32. Ingerman, Åke
    et al.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Marshall, Delia
    The learners’ experience of variation: Following students’ threads of learning physics in computer simulation sessions2009In: Instructional science, ISSN 0020-4277, E-ISSN 1573-1952, Vol. 37, no 3, p. 273-292Article in journal (Refereed)
    Abstract [en]

    This article attempts to describe students' process of learning physics using the notion of experiencing variation as the basic mechanism for learning, and thus explores what variation, with respect to a particular object of learning, that students experience in their process of constituting understanding. Theoretically, the analysis relies on analytic tools from the phenomenographic research tradition, and the recent group of studies colloquially known as the variation theory of learning, having the notion of experiencing variation as a key for learning at its core. Empirically, the study relies on video and audio recordings of seven pairs of students interacting in a computer-simulation learning environment featuring Bohr's model of the atom. The data was analysed on a micro-level for the emergence of student-recognised variation, depicted in terms of 'threads of learning'. This was done by linking variation around aspects of the object of learning present in the situation, and attended to by the students, to new ways of seeing-characterised as an expanding anatomy of awareness, and hence as learning. The students' threads of learning are characterised in terms of two stages of learning progress: (1) discerning variation, and (2) constituting meaning from this experience of variation (experienced as holistically relevant in the students' conceptual domain of physics and the Bohr model). Two groups of threads of learning were identified: one where the variation experienced by students was within an aspect of the object of learning, and one where variation was across several aspects.

  • 33.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Teaching and learning science: Disciplinary knowledge and representation2009In: Keynote paper published in the Proceedings of the Frontiers in Science Education Research Conference, FISER''09, Eastern Mediterranean Univesity, Famagusta, North Cyprus, 22-24 March., Eastern Mediterranean University Press , 2009, p. 15-27Conference paper (Refereed)
  • 34.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    The Scholarship of Teaching and Learning: more inexplicable rhetoric or a powerful view of what it means to take our teaching and learning seriously?2009In: Keynote presentation at the 'Konferens i universtietspedagogisk utveckling', Uppsala, October., 2009Conference paper (Other academic)
  • 35.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Thinking about representation in our teaching2008In: Presentation at the Scholarship of University Teaching and Learning National Workshop III - Teachers developing their practice using science education research, Göteborg, Sweden, 23-24 October, 2008Conference paper (Other academic)
  • 36.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Why is it so important to start looking at teaching and learning with new insights?2008In: Presentation at the Scholarship of University Teaching and Learning National Workshop III - Teachers developing their practice using science education research, Göteborg, Sweden, 23-24 October, 2008Conference paper (Other academic)
  • 37.
    Linder, Cedric
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    The disciplinary discourse of university physics: learning through fluency in a critical constellation of representations2008In: Paper presented at the Nätverk och Utveckling 2008 Lärande i en ny tid - samtal om undervisning i högre utbildning Conference, Kalmar, Sweden, 7-9 May., 2008Conference paper (Refereed)
  • 38.
    Linder, Cedric
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Kelly, Gregory
    Pennsylvania State University.
    Isabel, Martins
    Universidade Federal do Rio de Janeiro.
    Exploring Language Perspectives2009In: Paper presented at the symposium 'Exploring the landscape of scientific literacy: visions for research and practice', at the ESERA (European Science Education Research Association) Conference, Istanbul, Turkey, 31 August - 4 September, 2009Conference paper (Refereed)
1 - 38 of 38
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