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  • 1. Domert, Daniel
    et al.
    Airey, John
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    Linder, Cedric
    Kung, Rebecca
    An exploration of university physics students' epistemological mindsets towards the understanding of physics equations2007Ingår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 3, s. 15-28Artikel i tidskrift (Refereegranskat)
  • 2.
    Edfors, Inger
    et al.
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för kemi och biomedicin (KOB).
    Wikman, Susanne
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för kemi och biomedicin (KOB).
    Johansson-Cederblad, Brita
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för biologi och miljö (BOM).
    Linder, Cedric
    Uppsala University.
    University students' reflections on representations in genetics and stereochemistry revealed by a focus group approach2015Ingår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 11, nr 2, s. 169-179Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Genetics and organic chemistry are areas of science that students regard as difficult to learn. Part ofthis difficulty is derived from the disciplines having representations as part of their discourses. In orderto optimally support students’ meaning-making, teachers need to use representations to structure themeaning-making experience in thoughtful ways that consider the variation in students’ prior knowledge.Using a focus group setting, we explored 43 university students’ reasoning on representationsin introductory chemistry and genetics courses. Our analysis of eight focus group discussions revealedhow students can construct somewhat bewildered relations with disciplinary-specific representations.The students stated that they preferred familiar representations, but without asserting themeaning-making affordances of those representations. Also, the students were highly aware of the affordances of certain representations, but nonetheless chose not to use those representations in theirproblem solving. We suggest that an effective representation is one that, to some degree, is familiarto the students, but at the same time is challenging and not too closely related to “the usual one”.The focus group discussions led the students to become more aware of their own and others ways ofinterpreting different representations. Furthermore, feedback from the students’ focus group discussionsenhanced the teachers’ awareness of the students’ prior knowledge and limitations in students’representational literacy. Consequently, we posit that a focus group setting can be used in a universitycontext to promote both student meaning-making and teacher professional development in a fruitfulway.

  • 3.
    Elvstrand, Helene
    et al.
    Linköping University.
    Hallström, Jonas
    Linköping University.
    Hellberg, Kristina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Vad är teknik? Pedagogers uppfattningar om och erfarenheter av teknik och teknikundervisning i förskolan: [What is technology? Preschool teachers' conceptions and experiences of technology and technology education in the preschool]2018Ingår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, nr 1, s. 37-53Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In recent years technology has become increasingly emphasized as educational content in the Swedish preschool, not the least with the introduction of the latest curriculum in 2010 (revised in 2016). Since preschool teachers have not had any formal technology education until just recently, it is of importance to investigate how they conceive of and experience technology in the daily activities of the preschool. The purpose of this study is therefore to describe and analyze Swedish preschool teachers’ views and experiences of technology and technology education in the preschool, focusing on what opportunities and obstacles that they see. The data consists of transcripts from focus group interviews with sixteen teachers in two Swedish preschools, and the data was coded and categorized with a thematic analysis. The results show that when it comes to opportunities, the teachers consider technology to permeate all preschool activities, and the challenge here is rather to make technology visible. In terms of obstacles, however, the teachers are also uncertain about what technology is and want to have more knowledge of technology themselves, for example, relevant concepts for various technologies or activities. They also want to know more about technology education in order to be able to educationally convey knowledge of technology to the children and to make the children conscious of the technology that surrounds them.

  • 4.
    Granklint Enochson, Pernilla
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö.
    Redfors, Andreas
    Högskolan Kristianstad, Sektionen för lärande och miljö.
    Fem elevers föreställningar om organsystem: vad händer i kroppen när vi dricker vatten?2011Ingår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 7, nr 2, s. 160-178Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    It has earlier been shown on a group level that it is difficult for 9th grade students (15-16 years old) in a Swedish school to understand how water is transported in the human body. The detailed analysis of five Swedish students in the 9th and final year of compulsory school concerning their ideas about water transportation is presented here. The empirical data consists of drawings, answers to a questionnaire with both open ended and multiple-choice questions, and student interviews. The analysis shows that all the students struggle to produce explanations involving the three organ systems: digestive, blood and excretion systems and they seem to use a variety of explanatory models as basis for their reasoning. Possible ways of understanding this are discussed together with implications for future teaching

  • 5.
    Gustafsson, Barbro
    Växjö universitet, Fakulteten för matematik/naturvetenskap/teknik, Institutionen för teknik och design.
    Naturvetenskaplig undervisning och det dubbla uppdraget2007Ingår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 3, nr 2, s. 107-120Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this contribution is to discuss the significance of a democratic approach in science education. Initially, the concept of "democracy" is outlined. According to the deliberative view, democracy is learnt and practiced in communication with others. Furthermore, according to sociocultural theory, communication also enhances scientific content knowledge. This implies that deliberative discussions could be helpful in carrying out teachers' dual assignment: to transmit knowledge and foster independent, judicious, democratic citizens. The discussion is approached through the presentation of a simulated teaching sequence. Based on this scenario, in which a socioscientific issue is the theme for deliberation, the possibilities and limitations of a deliberative approach in science education is discussed.

  • 6.
    Lindner, Ann-Charlotte
    et al.
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Redfors, Andreas
    Partikelmodell som utgångspunkt för elevers förklaringar av avdunstning2007Ingår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, nr 1, s. 29-44Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper presents results from a longitudinell study of students in compulsary school in Sweden. The project started in 1997 when the students were about six years old, and finished in 2006 when they left compulsary school. The aim of the study is to follow individual students’ development of conceptions about evaporation during their years in school. Teaching episodes focused on water, and it´s changes of state connected to everyday phenomena have been taught. Early in the study a simplified particle model was introduced in order to see if this would help the students in their explanations. The students were interviewed before and after the teaching interventions and the explanations were analysed in order to find a comprehensive description of each student. Here we describe the use of the early introduced particle concept and how it effects the students’ explanations of evaporation and their uses of explanatory models.

  • 7.
    Lundin, Mattias
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    Lindahl, Mats
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för kemi och biomedicin (KOB).
    Negotiating the relevance of laboratory work: Safety, procedures and accuracy  brought to the fore in science education2014Ingår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 10, nr 1, s. 32-45Artikel i tidskrift (Refereegranskat)
    Abstract [en]

     This text addresses the problem of the discrepancy between teachers’ and students’ positions in negotiations about the authenticity and legitimacy of school science activities. The study focuses on the apparent conflicts concerning legitimacy and authenticity when teachers and students bring attention to safety, authenticity and accuracy during issues laboratory activities. The analysed data are excerpts made from video observations in two science classes. Analysis was made using epistemological moves describing how teachers and students make their activities relevant. The result indicates that in the classroom conversation about laboratory practice, teachers sometimes draw the attention to safety, procedures and accuracy to legitimize the activity and how they try to control it. Negotiations concerning the legitimacy and authenticity of activities seem inevitable. Unless understandable agreements are reached, the negotiations jeopardize a successful understanding of the Nature of Science (NOS). Misunderstanding of the authenticity of activities contributes to a reduction of their legitimacy, and undermining teaching of context independent knowledge.

  • 8.
    Schubert, Per
    et al.
    Malmö University, Sweden.
    Johansson, Maria
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    Geografiska informationssystem som en integrerad del av lärarutbildningen och skolundervisningen: [Geographic information systems as an integral part of the teacher and school education]2019Ingår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 15, nr 1, s. 67-78Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The Swedish school education in geography has developed slowly and still focuses on names of, for example, countries and capitals, rather than geographical concepts and processes. To implement the secondary and upper secondary school curricula, teachers need both broad and deep geographical knowledge. For example, teachers need knowledge of geographic information systems (GIS), which are computerised information systems for analysis and presentation of geographical data. This literature-based discussion article aims to analyse opportunities and difficulties with using GIS programs in the teacher and school education. In summary, the preconditions are good, with few technical barriers, for developing GIS-based teaching in the teacher and school education that promotes active, inquiry-based, cooperative, and problem-based learning. This would make the school education more problem-oriented and interdisciplinary so that it promotes pupils' opportunities to achieve the competencies stipulated in the curricula. Such development requires that teacher educators and school teachers get the time and resources needed to develop technological pedagogical content knowledge. However, it is probably enough for educators and teachers to get started with simpler internet- and web-based GIS and then develop their knowledge at an appropriate pace. © 2019 Routledge.

  • 9.
    Åhman, Niclas
    et al.
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för fysik och elektroteknik (IFE).
    Gunnarsson, Gunilla
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    Edfors, Inger
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för kemi och biomedicin (KOB).
    In-service science teacher professional development2015Ingår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 11, nr 2, s. 207-219Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of the present study was to explore teachers’ professional development when using the tool Content Representations (CoRe) to plan a learning study in chemistry, which they also implemented and analysed. The work of six experienced science teachers, all teaching at the 6th to 9th year (age 13 to 16 years), was followed at eight group meetings during one year. The teachers’ discussions during the group meetings were audio and/or video recorded. Recordings were transcribed and a thematic analysis was performed. The results show that two main approaches to teaching emerged in the teachers’ discussions, a pragmatic and a reflective approach, respectively. During the investigation period, the focus of the teachers’ discussions changed, from a predominantly pragmatic approach to a predominantly reflective approach. The results indicate that the work with CoRe and learning study stimulated the teachers to express and discuss their knowledge, beliefs and attitudes towards teaching, i.e. promoted their professional development.

1 - 9 av 9
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