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  • 1.
    Engström, Susanne
    Mälardalen University, School of Education, Culture and Communication.
    Vilka fysikaliska och miljömässiga förklaringar återfinns i elevers diskussioner om begreppet hållbart energisystem?2008In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 4, no 1, p. 48-63Article in journal (Refereed)
    Abstract [en]

    The article describes a pilot study, an introduction to a series of investigations of upper secondaryschool pupils’ explanations of sustainable energy. The physics syllabus have the intentions on onehand to guide pupils into science-education and on the other to give insights to pupils in order toparticipate in the debate on e.g. energy usage. The results obtained, from questionnaire and groupdiscussions, indicate that pupils can get caught in narrow physical explanations of the concept ofsustainable energy systems. Some pupils discuss an environmental explanation parallel but showinsecurity. One interpretation is that pupils feel an inappropriateness connecting environment andphysics. An implication is that the concept of energy quality might be an accessible way for pupils torelate concepts of physics with environmental questions.

  • 2.
    Gustafsson, Peter
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Jonsson, Gunnar
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Nilsson, Tor
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Teknikämnet i svensk grundskolas tidiga skolår sett genom forskningscirkelns lupp.2018In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, no 2, p. 113-124Article in journal (Refereed)
    Abstract [en]

    Technology has been a compulsory subject in the Swedish school curriculum since 1980. However,many primary school teachers say that they do not feel comfortable with teaching technology. Thisoften results in a teaching time that is a (too) small part of the total teaching time of science andtechnology. In addition, studies show that pupils are probably not given equivalent education asthe syllabi may be interpreted in different ways. Against this background, we have conducted threeresearch circles under the guidance of researchers, in three municipalities in the Mälardalen region,addressing teachers working in preschool class to grade 6. Each circle had up to five participants andhad five meetings during one year. Based on the teachers’ own questions and needs we have studieddidactic literature connected to the subject of technology, discussed the syllabi for technology anddifferent forms of teaching support. An existing model for pedagogical content knowledge in technologyhas been used to interpret the activities in the research circles. The teachers experienced and appreciatedthe opportunities to work with the subject content linked to the syllabi for technology andsaw ways to integrate technology with other school subjects.

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  • 3.
    Krzywacki, Heidi
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lavonen, Jari
    University of Helsinki, Finland.
    Recent trends in PhD education in mathematics and science education research: back to university level organization2014In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, ISSN 1504-4556, Vol. 10, no 2, p. 243-250Article in journal (Refereed)
    Abstract [en]

    This descriptive article aims to discuss the development of Finnish PhD education in science andmathematics education research over the past 20 years. First, the general aims and structure of PhDeducation at the national level are introduced. Doctoral studies seek to develop research knowledgeand skills as well as the capability to produce novel scientific knowledge. Second, the development ofPhD education in the Finnish context of science and mathematics education research is discussed. Forthe past 20 years, there has been a special focus on improving PhD education through national-levelgraduate schools and international collaboration. Finally, the recent changes in PhD education, suchas the replacement of doctoral programmes at local universities, is discussed through the case of theUniversity of Helsinki.

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  • 4.
    Norberg Brorsson, Birgitta
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Enghag, Margareta
    Stockholms universitet, Sweden.
    Engström, Susanne
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Muntlig kommunikation under en lektion om energikällor i årskurs 52014In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 10, no 1, p. 46-62Article in journal (Refereed)
    Abstract [en]

    There are alarming signals of a decreasing interest in science among students and, according to research, one reason for this development is the exclusion of the students’ experiences and thoughts in the teaching process. This article presents a study of oral communication patterns during a lesson on energy sources in year five in a Swedish primary school. The teaching sequence is analysed with both quantitative and qualitative methods to make evident the use of question – answer patterns, roles, and genres. The teacher creates a dialogue, using both everyday and academic language to explain complicated concepts, and allowing plenty of time for the students’ contributions. The students are also given opportunities to internalise the scientific language by means of demanding roles and genres. By including writing elements this wholly oral lesson would have provided even greater learning opportunities.

  • 5.
    Persson, Helena
    et al.
    Umeå University, Umeå, Sweden.
    Ekborg, Margareta
    Umeå University, Umeå, Sweden.
    Garpelin, Anders
    Mälardalen University, School of Education, Culture and Communication.
    Ämnesintegrerad undervisning i naturvetenskap: Vad är det?2009In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 5, no 1, p. 47-60Article in journal (Refereed)
    Abstract [en]

    Biology, chemistry and physics might be taught as separate subjects, but sometimes they are taught as combined with one another or with other subjects. Nationally and internationally the concept integrated science teaching lacks a uniform definition. To find out more about how practicing teachers define and perform integrated teaching, interviews were undertaken with five teachers, teaching science in school year 7 to 9 (age 13-16) in the Swedish compulsory school. Two ways of integrating science teaching were found; one combining the science subjects and one combining the science subjects with other school subjects. Results showed differences in the ways of teaching integrated science, in the interpretation of what the teachers meant by science integrating teaching and which obstacles and possibilities they saw. Visions about working with integrated science in the future and how these visions correspond to teacher’s reality is also discussed.

  • 6.
    Stolpe, Karin
    et al.
    Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN).
    Stadig Degerman, Mari
    Linköpings universitet, Institutionen för teknik och naturvetenskap.
    Assocationsverktyg som ett sätt att studera studenters diskussion kring naturvetenskapliga begrepp2008In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 4, no 1, p. 35-47Article in journal (Refereed)
    Abstract [sv]

    This article aims to describe a new tool, the association tool, to collect data of students- discussions on scientific concepts. We have tested the association tool in two different situations. In the first, the association tool was used by student teachers in group-work. The students (two groups, which con- sisted of two and three students respectively) were asked to associate ATP (adenosine triphosphate), a concept with which they are familiar, with other concepts. In the second situation, the association tool was used in an interview situation dealing with the concepts of energy and heat. Three student teachers were interviewed. Both situations were videotaped and the transcripts were analysed quali- tatively and quantitatively to show different ways of using the association tool. The association tool yielded rich data on the discussions of the concepts useinteractions in group-work and an interview situation.

  • 7.
    Sund, Per
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sund, Louise
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    ”Alla gör fel?!” – Hinder för lärares bedömning av elevers praktiska förmågor under ett nationellt prov2017In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 13, no 1, p. 3-16Article in journal (Refereed)
    Abstract [sv]

    Storskaliga och kostsamma nationella tester genomförs i hela västvärlden och tar stora lärarresurser i anspråk. Med stora satsningar som dessa är det viktigt att ställa frågan om betygsunderlaget som genereras är likvärdigt? Studiens titel, ”alla gör fel” anspelar på just detta och kommer från en elevs uttalande då eleven inser det sannolika i att samtliga elever i elevgruppen gör på samma sätt av sociala skäl istället för att använda sig av sina individuella naturvetenskapliga kunskaper. Denna fallstudie undersöker svenska lärares möjligheter att bedöma elevers individuella förmågor i tre undervisningsgrupper under genomförandet av ett praktiskt delmoment i det nationella provet i kemi i åk 9. Datainsamling genomfördes med två fasta videokameror och tre par spionglasögon. Trots att provinstruktioner till elever och lärare är väl utvecklade och bedömningsanvisningar till läraren är detaljerade visar resultaten i denna studie att det är svårt att bedöma elevers individuella praktiska förmågor. Det finns många olika slags faktorer som påverkar provresultatet. En sådan faktor är provet genomförs i en laborationssal där situationen skiljer sig väsentligt från miljön för ett teoretiskt prov i ett klassrum. En annan faktor är att det under den praktiska provdelen i en laborationssal närmast är omöjligt för eleverna att undvika att kommunicera. Studiens resultat visar att det finns påverkansfaktorer som sociala interaktioner och systematiska fysiska felkällor. I resultatet diskuteras hur lärares möjligheter att bedöma elevers individuella praktiska förmågor under nationella prov bättre kan säkerställas.

  • 8.
    Sundqvist, Pernilla
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Tre förskollärares undervisning i teknik – en utvecklingspedagogisk analys av det avsedda och det manifesta lärandeobjektet.2019In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 15, no 2, p. 114-127Article in journal (Refereed)
    Abstract [en]

    The analysis of three activities from two different preschool units is presented. The aim is to show how the actions of the preschool teachers affect children’s learning possibilities in each activity with regard to the technology in children’s surrounding world. The aim is chosen because previous research have shown the intentions of preschool teachers are not always realized, and that teaching about the technology in the surrounding world is rare. The analysis uses a developmental pedagogy perspective and shows the relation between the intended and the enacted object of learning in each activity. The study shows that the participating preschool teachers are active in children’s learning, have a pedagogical plan where children’s perspectives are observed and regarded, and perform teaching where the technology in the surrounding world is treated and made visible. To what degree the intended object of learning is enacted varies, and possible causes for this are discussed.

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  • 9.
    Ärlemalm-Hagser, Eva
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Larsson, J.
    Goteborgs Universitet, Sweden.
    Mellan det globala och lokala-förskollärarstudenters meningsskapande om undervisning för hållbarhet i förskolan2019In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 15, no 4, p. 370-386Article in journal (Refereed)
1 - 9 of 9
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  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
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  • Other locale
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