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Jeppsson, Fredrik
Publications (10 of 27) Show all publications
Jeppsson, F. & Haglund, J. (2019). Sampublicering med studenter: ett sätt att stärka forskningsanknytningen i lärarutbildningen. Högre Utbildning, 9(1), 98-111
Open this publication in new window or tab >>Sampublicering med studenter: ett sätt att stärka forskningsanknytningen i lärarutbildningen
2019 (Swedish)In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 9, no 1, p. 98-111Article in journal (Refereed) Published
Abstract [sv]

Lärarutbildningen uppmärksammas inte sällan för att dess studenter har svårt att uppnå den nivå av akademiskt skrivande som krävs, inte minst vid examensarbeten. Som kontrast till den beskrivningen vill vi lyfta fram motexempel, där lärarstudenters examensarbeten och andra skrivuppgifter har nått en sådan kvalitet att de genom samförfattande med handledare och andra medförfattare har kunnat omarbetas och publiceras som vetenskapliga artiklar eller i mer lärartillvända forum, i vårt fall inom fysikdidaktik. Samförfattande med lärarstudenter kan på så vis vara ett sätt att stärka forskningsförankringen i lärarutbildningen. Förutsättningarna för att kunna lyckas med detta diskuteras, bland annat utifrån att under lärarutbildningen gradvis låta studenterna inlemmas i en praktikgemenskap av ämnesdidaktisk forskning.

Place, publisher, year, edition, pages
Stockholm, Sweden: Swednet, 2019
Keywords
lärarutbildning; examensarbete
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-159909 (URN)10.23865/hu.v9.1528 (DOI)
Available from: 2019-08-26 Created: 2019-08-26 Last updated: 2019-09-02Bibliographically approved
Jeppsson, F., Hagerman, F., Axell, C., Frejd, J. & Sultan, U. (2018). Estetiska lärprocesser. In: Naturvetenskap och teknik genom estetiska lärprocesser i förskolan: (pp. 26-38). Stockholm: Natur och kultur
Open this publication in new window or tab >>Estetiska lärprocesser
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2018 (Swedish)In: Naturvetenskap och teknik genom estetiska lärprocesser i förskolan, Stockholm: Natur och kultur, 2018, p. 26-38Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2018
Keywords
Estetiska lärprocesser
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-150944 (URN)9789127823617 (ISBN)
Available from: 2018-09-05 Created: 2018-09-05 Last updated: 2018-09-07Bibliographically approved
Grothérus, A., Jeppsson, F. & Samuelsson, J. (2018). Formative Scaffolding: how to alter the level and strength of self-efficacy and foster self-regulation in a mathematics test situation. Educational action research
Open this publication in new window or tab >>Formative Scaffolding: how to alter the level and strength of self-efficacy and foster self-regulation in a mathematics test situation
2018 (English)In: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074Article in journal (Refereed) Epub ahead of print
Abstract [en]

The aim of the present study is to advocate the use of a participatory action research programme, the Formative Scaffolding Programme (FSP), in mathematics. The FSP’s main structure is presented as well as an implementation of a class intervention, with the aim of exploring the FSP test cycle’s virtues in a social science class in a Swedish upper-secondary school. The motivations for the FSP’s development were to enhance students’ awareness of their mathematical proficiency, alter the level and strength of their self-efficacy, foster self-regulated learning (SRL), reduce and prevent mathematics-related anxiety, and visualise the learning process in mathematics. The primary findings of the study were there was a resemblance between the FSP setting and SRL phases, and that participation in the test cycle altered the level and strength of students’ self-efficacy and fostered self-regulation in a mathematics test situation. The benefits of working in a formative scaffolding manner indicate that it is worth implementing the FSP on a larger scale. The study is an example of how students can engage in transforming classroom practice and be radical agents of change.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
Formative feedback, mathematics, scaffolding, self-efficacy, self-regulated learning, participatory action research
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-158122 (URN)10.1080/09650792.2018.1538893 (DOI)2-s2.0-85055707315 (Scopus ID)
Available from: 2019-06-25 Created: 2019-06-25 Last updated: 2019-08-07Bibliographically approved
Jeppsson, F. & Frejd, J. (2018). Naturvetenskap och energi. In: Naturvetenskap och teknik genom estetiska lärprocesser i förskolan: (pp. 83-97). Stockholm: Natur och kultur
Open this publication in new window or tab >>Naturvetenskap och energi
2018 (Swedish)In: Naturvetenskap och teknik genom estetiska lärprocesser i förskolan, Stockholm: Natur och kultur, 2018, p. 83-97Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2018
Keywords
Energi; Kroppsligt förankrad kognition
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-150946 (URN)9789127823617 (ISBN)
Available from: 2018-09-05 Created: 2018-09-05 Last updated: 2018-09-07Bibliographically approved
Jeppsson, F. (2018). Naturvetenskap och teknik genom estetiska lärprocesser i förskolan. Stockholm: Natur och kultur
Open this publication in new window or tab >>Naturvetenskap och teknik genom estetiska lärprocesser i förskolan
2018 (Swedish)Book (Other academic)
Abstract [sv]

Varför klingar gitarrens strängar olika? Varför känns en sten kallare än trä? Har du funderat på hur du kan förklara naturvetenskapliga och tekniska fenomen på ett lekfullt sätt, så att barnen blir nyfikna och vill veta mer? I den här praktiska metodboken visar författarna hur estetiska ämnen som drama, musik och bild, kan bredda våra möjligheter att förklara och uppleva naturvetenskap och teknik. Teori varvas med praktiska exempel och övningar som integrerar ämnesområdena och lockar till samspel och lek. När kropp och sinne aktiveras i ett sådant tvärvetenskapligt arbetssätt stärks också lärprocessen, vi förstår helt enkelt och minns bättre.

Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2018. p. 200
Keywords
Estetik; Naturvetenskap; teknik; kroppsligt förankrad kognition
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-150941 (URN)9789127823617 (ISBN)
Available from: 2018-09-05 Created: 2018-09-05 Last updated: 2018-09-06Bibliographically approved
Jeppsson, F., Hagerman, F., Axell, C., Frejd, J. & Sultan, U. (2018). NO och teknik på lekfulla villkor. In: Fredrik Jeppsson (Ed.), Naturvetenskap och teknik genom estetiska lärprocesser i förskolan: (pp. 15-25). Stockholm: Natur och kultur
Open this publication in new window or tab >>NO och teknik på lekfulla villkor
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2018 (Swedish)In: Naturvetenskap och teknik genom estetiska lärprocesser i förskolan / [ed] Fredrik Jeppsson, Stockholm: Natur och kultur, 2018, p. 15-25Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2018
Keywords
No; teknik; kroppsligt förankrad kognition
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-150943 (URN)9789127823617 (ISBN)
Available from: 2018-09-05 Created: 2018-09-05 Last updated: 2018-09-07Bibliographically approved
Haglund, J., Jeppsson, F., Melander, E., Pendrill, A.-M., Xie, C. & Schönborn, K. (2016). Infrared cameras in science education. Infrared physics & technology, 75, 150-152
Open this publication in new window or tab >>Infrared cameras in science education
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2016 (English)In: Infrared physics & technology, ISSN 1350-4495, E-ISSN 1879-0275, Vol. 75, p. 150-152Article in journal (Refereed) Published
Abstract [en]

n/a

Place, publisher, year, edition, pages
ELSEVIER SCIENCE BV, 2016
Keywords
Infrared cameras; Science education; Student inquiry; Open-ended laboratory exercises; Predict-observe-explain
National Category
Educational Sciences Electrical Engineering, Electronic Engineering, Information Engineering
Identifiers
urn:nbn:se:liu:diva-126817 (URN)10.1016/j.infrared.2015.12.009 (DOI)000371555800022 ()
Available from: 2016-04-07 Created: 2016-04-05 Last updated: 2017-11-30Bibliographically approved
Haglund, J., Jeppsson, F. & Schönborn, K. (2016). Taking on the Heat—a Narrative Account of How Infrared Cameras Invite Instant Inquiry. Research in science education, 46(5), 685-713
Open this publication in new window or tab >>Taking on the Heat—a Narrative Account of How Infrared Cameras Invite Instant Inquiry
2016 (English)In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 46, no 5, p. 685-713Article in journal (Refereed) Published
Abstract [en]

Integration of technology, social learning and scientific models offers pedagogical opportunities for science education. A particularly interesting area is thermal science, where students often struggle with abstract concepts, such as heat. In taking on this conceptual obstacle, we explore how hand-held infrared (IR) visualization technology can strengthen students’ understanding of thermal phenomena. Grounded in the Swedish physics curriculum and part of a broader research programme on educational uses of IR cameras, we have developed laboratory exercises around a thermal storyline, in conjunction with the teaching of a heat-flow model. We report a narrative analysis of how a group of five fourth-graders, facilitated by a researcher, predicts, observes and explains (POE) how the temperatures change when they pour hot water into a ceramic coffee mug and a thin plastic cup. Four chronological episodes are described and analysed as group interaction unfolded. Results revealed that the students engaged cognitively and emotionally with the POE task and, in particular, held a sustained focus on making observations and offering explanations for the scenarios. A compelling finding was the group’s spontaneous generation of multiple "what-ifs" in relation to thermal phenomena, such as blowing on the water surface, or submerging a pencil into the hot water. This was followed by immediate interrogation with the IR camera, a learning event we label instant inquiry. The students’ expressions largely reflected adoption of the heat-flow model. In conclusion, IR cameras could serve as an access point for even very young students to develop complex thermal concepts.

Place, publisher, year, edition, pages
Springer, 2016
Keywords
Infrared cameras, Primary school, Heat, Temperature, Predict-observe-explain, Instant inquiry
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-119705 (URN)10.1007/s11165-015-9476-8 (DOI)000382910600004 ()
Projects
ThermalVis
Note

As per the Springer Copyright agreement, a Postprint of the Accepted Manuscript (PDF) is available via the personal website of the author(s) at the following link:

http://webstaff.itn.liu.se/~konsc/Haglund_Jeppsson_Schonborn_2015_Postprint

Available from: 2015-06-24 Created: 2015-06-24 Last updated: 2017-12-04Bibliographically approved
Amin, T. G., Jeppsson, F. & Haglund, J. (2015). Editorial Material: Conceptual Metaphor and Embodied Cognition in Science Learning: Introduction to special issue. International Journal of Science Education, 37(5-6), 745-758
Open this publication in new window or tab >>Editorial Material: Conceptual Metaphor and Embodied Cognition in Science Learning: Introduction to special issue
2015 (English)In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 37, no 5-6, p. 745-758Article in journal, Editorial material (Other academic) Published
Abstract [en]

n/a

Place, publisher, year, edition, pages
ROUTLEDGE JOURNALS, TAYLOR and FRANCIS LTD, 2015
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-118247 (URN)10.1080/09500693.2015.1025245 (DOI)000354124100001 ()
Available from: 2015-05-22 Created: 2015-05-22 Last updated: 2017-12-04
Haglund, J., Jeppsson, F., Hedberg, D. & Schönborn, K. (2015). Students framing of laboratory exercises using infrared cameras. Physical Review Special Topics : Physics Education Research, 11(2), 020127
Open this publication in new window or tab >>Students framing of laboratory exercises using infrared cameras
2015 (English)In: Physical Review Special Topics : Physics Education Research, ISSN 1554-9178, E-ISSN 1554-9178, Vol. 11, no 2, p. 020127-Article in journal (Refereed) Published
Abstract [en]

Thermal science is challenging for students due to its largely imperceptible nature. Handheld infrared cameras offer a pedagogical opportunity for students to see otherwise invisible thermal phenomena. In the present study, a class of upper secondary technology students (N = 30) partook in four IR-camera laboratory activities, designed around the predict-observe-explain approach of White and Gunstone. The activities involved central thermal concepts that focused on heat conduction and dissipative processes such as friction and collisions. Students interactions within each activity were videotaped and the analysis focuses on how a purposefully selected group of three students engaged with the exercises. As the basis for an interpretative study, a "thick" narrative description of the students epistemological and conceptual framing of the exercises and how they took advantage of the disciplinary affordance of IR cameras in the thermal domain is provided. Findings include that the students largely shared their conceptual framing of the four activities, but differed among themselves in their epistemological framing, for instance, in how far they found it relevant to digress from the laboratory instructions when inquiring into thermal phenomena. In conclusion, the study unveils the disciplinary affordances of infrared cameras, in the sense of their use in providing access to knowledge about macroscopic thermal science.

Place, publisher, year, edition, pages
AMER PHYSICAL SOC, 2015
National Category
Educational Sciences Electrical Engineering, Electronic Engineering, Information Engineering
Identifiers
urn:nbn:se:liu:diva-122657 (URN)10.1103/PhysRevSTPER.11.020127 (DOI)000363245100001 ()
Available from: 2015-11-16 Created: 2015-11-13 Last updated: 2017-12-01
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