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Patron, E., Wernholm, M., Danielsson, K., Palmér, H. & Ebbelind, A. (2024). An Exploration of How Multimodally Designed Teaching and the Creation of Digital Animations can Contribute to Six-Year-Olds' Meaning Making in Chemistry. Education Sciences, 14(1), Article ID 79.
Open this publication in new window or tab >>An Exploration of How Multimodally Designed Teaching and the Creation of Digital Animations can Contribute to Six-Year-Olds' Meaning Making in Chemistry
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2024 (English)In: Education Sciences, E-ISSN 2227-7102, Vol. 14, no 1, article id 79Article in journal (Refereed) Published
Abstract [en]

Previous research shows that pupils’ participation in educational activities increases when they are allowed to use several forms of expression. Furthermore, digital media have become increasingly prominent as “carriers” of meaning in chemistry education. Based on that, this paper aims to explore ‘what is happening’ and ‘what is possible’ when six-year-old pupils participate in multimodally designed learning activities and create digital animations of water molecules and phase changes of water. This study is qualitative and draws on the frameworks of social semiotics and Designs for Learning, DfL, where teaching and learning are seen as a multimodal design. The Learning Design Sequence model, developed within DfL is used as a basis for the lesson design and as an analytical tool. The analyzed data were generated by filming when pupils participated in multimodal learning activities, created digital animations, and participated in meta-reflective discussions regarding their digital animations. The main findings are that multimodally designed lessons can increase pupils’ meaning making in chemistry, that the creation of digital animations may both increase pupils’ participation and support their meaning making, and that meta-reflection of pupils’ representations is an important part of the lesson design.

Place, publisher, year, edition, pages
MDPI, 2024
National Category
Didactics
Research subject
Education, Didactics
Identifiers
urn:nbn:se:lnu:diva-126327 (URN)10.3390/educsci14010079 (DOI)001149466500001 ()2-s2.0-85183092320 (Scopus ID)
Available from: 2024-01-10 Created: 2024-01-10 Last updated: 2024-02-14Bibliographically approved
Palmér, H., van Bommel, J. & Ebbelind, A. (2024). Lösa och formulera problemuppgifter i matematik. In: Helena Ackesjö och Katarina Herrlin (Ed.), Att undervisa barn i skolstartsåldern: (pp. 61-81). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Lösa och formulera problemuppgifter i matematik
2024 (Swedish)In: Att undervisa barn i skolstartsåldern / [ed] Helena Ackesjö och Katarina Herrlin, Malmö: Gleerups Utbildning AB, 2024, p. 61-81Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2024
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-126000 (URN)9789151110714 (ISBN)
Available from: 2023-12-13 Created: 2023-12-13 Last updated: 2024-01-03Bibliographically approved
Patron, E., Wernholm, M., Danielsson, K., Ebbelind, A. & Palmér, H. (2024). Meningsskapande i kemi genom multimodal undervisning. In: Helena Ackesjö & Katarina Herrlin (Ed.), Att undervisa barn i skolstartsålder: (pp. 129-142). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Meningsskapande i kemi genom multimodal undervisning
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2024 (Swedish)In: Att undervisa barn i skolstartsålder / [ed] Helena Ackesjö & Katarina Herrlin, Malmö: Gleerups Utbildning AB, 2024, p. 129-142Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2024
National Category
Didactics
Research subject
Natural Science, Science Education
Identifiers
urn:nbn:se:lnu:diva-125849 (URN)9789151110714 (ISBN)
Available from: 2023-12-01 Created: 2023-12-01 Last updated: 2024-01-03Bibliographically approved
Patron, E., Wernholm, M., Danielsson, K., Palmér, H. & Ebbelind, A. (2023). An exploration of how multimodal teaching and the creation of digital animations contribute to six-year-olds' meaning-making in chemistry. In: : . Paper presented at 31st EECERA annual conference, 30th August – 2nd September 2023, Cascais, Portugal.
Open this publication in new window or tab >>An exploration of how multimodal teaching and the creation of digital animations contribute to six-year-olds' meaning-making in chemistry
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2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper aims to explore how well-designed multimodal teaching affects pupils' meaning-making and ‘what’s happening’ and ‘what’s possible’ when pupils create multimodal digital animations of water molecules and phase changes of water. Previous research has shown that pupils’ participation in educational activities increases when they are allowed to use several forms of expression (Petersen, 2020). The project is qualitative and draws on the frameworks of social semiotics (e.g., see Kress et al., 2001) and Designs for Learning, DfL (Selander, 2008), where teaching and learning are seen as a multimodal design. The Learning Design Sequence model, developed within DfL is used as an analytical tool. Data has been generated by filming when pupils, in pairs or small groups, create digital animations in Chemistry. Afterwards, the children while showing their digital animations were asked about what they had been doing and what their intentions behind certain actions had been (cf. Wernholm & Reneland-Forsman,2019). The project adheres to the ethical considerations regarding informed consent, anonymity, and the right to withdraw participation without giving a reason. The researchers were sensitive and paid particular attention to the children’s nonverbal communication to ascertain genuine consent to participation. Preliminary results indicate that well-designed multimodal activities where pupils both create and reflect upon their digital animations appear to contribute to increased meaning-making in Chemistry. Thus, this project contributes with implications for early years of schooling by showing how using digital tools can create conditions for children’s participation and meaning-making in Chemistry.

Keywords
Designs for learning, digital animations, digital tools, Learning Design Sequence, multimodality, chemistry education
National Category
Educational Sciences Pedagogy
Research subject
Natural Science, Science Education; Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-124033 (URN)
Conference
31st EECERA annual conference, 30th August – 2nd September 2023, Cascais, Portugal
Projects
Digitala verktyg och digital kompetens i förskolans- och skolans undervisning
Available from: 2023-09-04 Created: 2023-09-04 Last updated: 2023-09-05Bibliographically approved
Ebbelind, A., Palmér, H., Selander, S., Danielsson, K., Wernholm, M. & Patron, E. (2023). Bedömning i förskolan. In: Bim Riddersporre, Susanne Kjällander och Jonas Stier (Ed.), Den utbildningsvetenskapliga kärnan för förskolan: (pp. 316-333). Natur och kultur
Open this publication in new window or tab >>Bedömning i förskolan
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2023 (Swedish)In: Den utbildningsvetenskapliga kärnan för förskolan / [ed] Bim Riddersporre, Susanne Kjällander och Jonas Stier, Natur och kultur, 2023, p. 316-333Chapter in book (Other academic)
Place, publisher, year, edition, pages
Natur och kultur, 2023
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences; Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-125946 (URN)9789127464872 (ISBN)
Available from: 2023-12-09 Created: 2023-12-09 Last updated: 2024-01-23Bibliographically approved
Palmér, H. (2023). Children (aged 3-5 years) learning mathematics through programming, thinking and doing, or just doing?. In: Keane, T., Fluck, A.E. (Ed.), Teaching Coding in K-12 Schools: (pp. 13-22). Springer
Open this publication in new window or tab >>Children (aged 3-5 years) learning mathematics through programming, thinking and doing, or just doing?
2023 (English)In: Teaching Coding in K-12 Schools / [ed] Keane, T., Fluck, A.E., Springer, 2023, p. 13-22Chapter in book (Refereed)
Abstract [en]

In this chapter, a Swedish development and research project integrating programming and mathematics will be focused on. The children in the project were 3-5 years old. Preschool children together with their teachers worked with programmable robots especially designed for young children. Several programming activities were developed and introduced in four rounds. Common in all these activities was the children investigating programming and mathematics by trying them out themselves. The results show that the children developed their spatial thinking and their understanding of symbols. Also, they developed their ability to use notions such as ’forward’, ’backward’, ’rotate’ and ’turn’, verbally through symbols and gestures. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023. All rights reseverd.

Place, publisher, year, edition, pages
Springer, 2023
National Category
Didactics Mathematics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-123797 (URN)10.1007/978-3-031-21970-2_2 (DOI)2-s2.0-85159466222 (Scopus ID)9783031219702 (ISBN)9783031219696 (ISBN)
Available from: 2023-08-17 Created: 2023-08-17 Last updated: 2023-09-06Bibliographically approved
Björklund, C. & Palmér, H. (2023). Enhancing Swedish Toddlers’ Learning Opportunities Through Interactions with Pictures and Narrative Designed for Numerical Learning Purposes. Early Childhood Education Journal
Open this publication in new window or tab >>Enhancing Swedish Toddlers’ Learning Opportunities Through Interactions with Pictures and Narrative Designed for Numerical Learning Purposes
2023 (English)In: Early Childhood Education Journal, ISSN 1082-3301, E-ISSN 1573-1707Article in journal (Refereed) Epub ahead of print
Abstract [en]

The aim of this study is to deepen the understanding of how preschool teachers can use representations of diferent kinds to bring fore the mathematical content that may be aforded in pictures and narrative designed for numerical learning purposes. Seventy-three video documentations of reading sessions with 27 toddlers (1–3 years of age) over the course of three semesters were analyzed with a focus on number-oriented actions that, theoretically, would facilitate toddlers’ learning of numbers. In the reading sessions the teachers extended the content of the pictures and the narrative in diferent ways, and how one and the same picture was handled was shown to impact on what was made possible for the children to discern. Three diferent objects of learning—identifying numbers, comparing numbers, and operating on numbers—were made visible. Further, the use of gestures strengthened the possibility for the children to make connections within and between representations. This contributes to our understanding of the importance of using representations and gestures with a pedagogical purpose.

Place, publisher, year, edition, pages
Springer Nature, 2023
Keywords
toddlare, picture book, representations, mathematics
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-123819 (URN)10.1007/s10643-023-01556-x (DOI)001050770500001 ()2-s2.0-85168362459 (Scopus ID)
Funder
University of GothenburgSwedish Institute for Educational Research
Available from: 2023-08-20 Created: 2023-08-20 Last updated: 2024-02-05
Ebbelind, A., Palmér, H. & van Bommel, J. (2023). Experience a sense of being, becoming and belonging to an educational design project as professional development.. In: Drijvers, P., Csapodi, C., Palmér, H., Gosztonyi, K., & Kónya, E. (Ed.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13).: Alfréd Rényi Institute of Mathematics and ERME.. Paper presented at Congress of the European Society for Research in Mathematics Education (CERME13). ERME
Open this publication in new window or tab >>Experience a sense of being, becoming and belonging to an educational design project as professional development.
2023 (English)In: Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13).: Alfréd Rényi Institute of Mathematics and ERME. / [ed] Drijvers, P., Csapodi, C., Palmér, H., Gosztonyi, K., & Kónya, E., ERME , 2023, , p. 8Conference paper, Published paper (Refereed)
Abstract [en]

Research on professional development generally focuses on teacher change as the core of professional development. However, there remains an undocumented variability in how teachers change that identity studies try to document. This paper focuses explicitly on two teachers’, Diana and Nicolina, participation in an educational design research project and how the project might or might not support change when viewed from the teacher’s perspective. Through the lens of identity and ethics, we look at how teachers express a sense of being, becoming and belonging concerning their professional development. Participation in the project gives Diana a safe space of being the teacher she wants. But for Nicolina, the project is a way of becoming, providing other options for her future career. Both teachers feel a need, imagine a different way of being, and believe it is possible through their participation, and by that, the project supports change if they decide to change.

Place, publisher, year, edition, pages
ERME, 2023. p. 8
Keywords
Professional development, educational design research, teacher change, ethics
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-126658 (URN)
Conference
Congress of the European Society for Research in Mathematics Education (CERME13)
Available from: 2024-01-12 Created: 2024-01-12 Last updated: 2024-02-05Bibliographically approved
Björklund, C. & Palmér, H. (2023). Exploring Mixed Roles and Goals in Collaborative Research: The Example of Toddler Mathematics Education. In: Cecilia Wallerstedt, Eva Brooks, Elin Eriksen Ødegaard, Niklas Pramling (Ed.), Methodology for Research with Early Childhood Education and Care Professionals: Example Studies and Theoretical Elaboration (pp. 33-43). Springer
Open this publication in new window or tab >>Exploring Mixed Roles and Goals in Collaborative Research: The Example of Toddler Mathematics Education
2023 (English)In: Methodology for Research with Early Childhood Education and Care Professionals: Example Studies and Theoretical Elaboration / [ed] Cecilia Wallerstedt, Eva Brooks, Elin Eriksen Ødegaard, Niklas Pramling, Springer, 2023, p. 33-43Chapter in book (Refereed)
Abstract [en]

Abstract This chapter focuses on the methodological possibilities and challenges arising from the mixed roles and aims between researchers and teachers in a research project aimed at developing educational practices with toddlers. The project was conducted in close collaboration between researchers and preschool teachers in Sweden for three semesters using an iterative design of meetings every 2 weeks to evaluate, develop, and plan teaching activities for toddlers. The key questions concerned deepening the knowledge, both theoretically and empirically, of how children develop numerical skills and how this development can be facilitated in early childhood education. Due to the specifc context in which the research and development were undertaken, methodologies previously used in research on early mathematics had to be further developed. During the close collaboration in carrying out the project, unanticipated methodological challenges involving the mixed roles and goals of the collaborators did arise but turned out to enrich the knowledge for all participants. The challenges concerned both the common goal to learn more about early mathematical learning and the diverse approaches with which preschool teachers and researchers entered the project.

Place, publisher, year, edition, pages
Springer, 2023
Series
International Perspectives on Early Childhood Education and Development, ISSN 2468-8746, E-ISSN 2468-8754 ; 38
Keywords
Practice-based research, methodological, preschool, research quality
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-117857 (URN)10.1007/978-3-031-14583-4_3 (DOI)2-s2.0-85143159793 (Scopus ID)9783031145834 (ISBN)9783031145827 (ISBN)
Funder
Swedish Institute for Educational Research, 2016/112
Available from: 2022-12-10 Created: 2022-12-10 Last updated: 2023-06-27Bibliographically approved
van Bommel, J., Palmér, H. & Ebbelind, A. (2023). Five minutes: Young students' understanding of time. In: Drijvers, P., Csapodi, C., Palmér, H., Gosztonyi, K., & Kónya, E. (Ed.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13): Alfréd Rényi Institute of Mathematics and ERME. Paper presented at Congress of the European Society for Research in Mathematics Education (CERME13), University of Budapest, Jul 2023. ERME
Open this publication in new window or tab >>Five minutes: Young students' understanding of time
2023 (English)In: Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13): Alfréd Rényi Institute of Mathematics and ERME / [ed] Drijvers, P., Csapodi, C., Palmér, H., Gosztonyi, K., & Kónya, E., ERME , 2023, , p. 8Conference paper, Published paper (Refereed)
Abstract [en]

The focus of this paper is on young students’ understanding of time which is hardly studied. In the presented study, Swedish 6-year-olds first worked on a task about estimating time and after that they posed their own tasks about time. The research questions concern what aspects of time come to light when 6-year-olds (1) estimate the time needed for specific activities and (2) pose tasks related to time When estimating time, the arguments given by the students were based on previous experiences, personal situations, and emotions. Sometimes more than one of these were used in the same line of argumentation. The tasks posed by the students were related to estimation of a set time, estimation of a time given a specific activity, using a timer, point-of-time, and time as a context. Our study suggests estimation and measurement of time as a suitable content to enlarge students’ understanding of time in addition to the more common focus on ‘telling the time’.

Place, publisher, year, edition, pages
ERME, 2023. p. 8
Keywords
Early mathematics, time, measurement, problem posing, realistic mathematics education.
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-126661 (URN)
Conference
Congress of the European Society for Research in Mathematics Education (CERME13), University of Budapest, Jul 2023
Available from: 2024-01-12 Created: 2024-01-12 Last updated: 2024-02-05Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-2217-6624

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