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Frejd, Johanna
Publications (10 of 16) Show all publications
Frejd, J. & Pramling, N. (2023). Det kan vara rätt att göra fel: Om undervisning i förskolan. Venue (24)
Open this publication in new window or tab >>Det kan vara rätt att göra fel: Om undervisning i förskolan
2023 (Swedish)In: Venue, ISSN 2001-788X, no 24Article in journal (Other academic) Published
Abstract [sv]

I den här texten beskrivs hur en förskollärare tar vara på en situation där hon upptäckt att hon tidigare har ”gjort fel” och sedan mycket medvetet koordinerar flera olika resurser (gester, tal, mimik, intonation osv) för att undervisa om ett naturvetenskapligt fenomen – tromber. Poängen med texten är således att visa hur ett fel kan vändas till något som är helt rätt genom en skicklig förskollärare. Förskolläraren rör sig mellan fantasi och verklighet och använder kontrastering mellan begrepp för att synliggöra fenomenet. Analysen visar att ett identifierat ”fel” kan användas som en pedagogisk resurs.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2023
Keywords
Lekresponsiv undervisning, Förskola, Förskollärare
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-197977 (URN)10.3384/venue.2001-788X.4639 (DOI)
Available from: 2023-09-20 Created: 2023-09-20 Last updated: 2024-02-26Bibliographically approved
Frejd, J. & Wallner, L. (2023). Evolution i serieformat. In: : . Paper presented at Nationell konferens i Pedagogiskt arbete 2023.
Open this publication in new window or tab >>Evolution i serieformat
2023 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Sedan 2022 ingår evolutionsundervisning och undervisning om biologisk mångfald i naturvetenskapsundervisningen för åk 4–6 (LGR22). Eftersom det är ett nytt innehåll för många lärare finns ett behov av nya undervisningsverktyg. Vi har, tillsammans med en professionell illustratör, tagit fram en serietidning som illustrerar evolutionära mönster och tre nyckelkomponenter för evolutionära processer: variation, ärftlighet och naturligt urval. Tidningen bygger på naturvetenskaplig ämnesdidaktisk forskning (Frejd, 2019), forskning om serier i undervisning (Wallner, 2017) och ämnesforskning om evolution (t.ex. Werdelin et al., 2010). Evolution är ett resultat av enkla men samtidigt komplexa processer som är svåra att förstå för både elever (Legare et al., 2013), universitetsstudenter (se, t.ex., Fiedler et al., 2017; Meir et al., 2007) och vuxna (se, t.ex. Spiegel et al., 2006). Samtidigt visar flera studier (t.ex. Emmons et. al, 2017; Frejd et. al, 2020; Jégou et al., 2022) att det finns goda förutsättningar för att barn ska förstå grunder i evolutionära processer om de får möta ämnet i ålderanpassade aktiviteter. Något som visat sig viktigt är att barn i undervisning får tillgång till material, som till exempel bilder, som de kan använda som multimodala resurser i meningsskapandet och i samtal med varandra och med lärare (Frejd, 2018; 2019; se också Jégou et al., 2022). Serier är ett multimodalt medium som kombinerar flera uttrycksformer (t.ex. text och bild. se, t.ex., Magnusson, 2005; Strömberg, 2003). Forskningsprojektets syfte är att undersöka elevers och lärares interaktion med seriematerialet, vilka evolutionära processer som kommer till uttryck och vilka aspekter av innehållet i serien som verkar främja meningsskapande om evolution, samt lärares och elevers upplevelser av att använda seriematerialet. Vid konferensen kommer vi att presentera forskningsprojektet och preliminära resultat från en innehållsanalys (David & Sutton, 2016) av ca 150 mellanstadieelevers skriftliga beskrivningar av sina upplevelser av att arbeta med materialet, materialet samlas in under vt2023.

Referenser

David, M. & Sutton, C.D. (2016). Samhällsvetenskaplig metod. Studentlitteratur.

Emmons, N., Lees, K., & Kelemen, D. (2017). Young children’s near and far transfer of the basic theory of natural selection: An analogical storybook intervention. Journal of Research in Science Teaching, 55(3), 321–347. http://doi.org/10.1002/tea.21421

Fiedler, D., Tröbst, S., & Harms, U. (2017). University students’ conceptual knowledge of randomness and probability in the contexts of evolution and mathematics. CBE—Life Sciences Education, 16(2), 16- 38. https://doi.org/10.1187/cbe.16-07-0230

Frejd, J. (2018). “If It Lived Here, It Would Die.” Children’s Use of Materials as Semiotic Resources in Group Discussions About Evolution. Journal of research in childhood education, 32(3), 251-267. https://doi.org/10.1080/02568543.2018.1465497

Frejd, J. (2019). Encountering evolution: Children's meaning-making processes in collaborative interactions [doktorsavhandling]. Linköping University Electronic Press.

Frejd, J., Stolpe, K., Hultén, M., & Schönborn, K. J. (2022). Making a fictitious animal: 6-7 year-old Swedish children’s meaning making about evolution during a modelling task. Journal of Biological Education, 56(3), 323-339. https://doi.org/10.1080/00219266.2020.1799843

Jégou, C., Gobert, J., Delserieys, A., & Ergazaki, M. (2022). A system to identify young children’s reasoning about variations within populations. In J.-M. Boilevin, A. Delserieys & K. Ravanis (eds.). Precursor models for teaching and learning science during early childhood (pp. 193-217). Springer. https://doi.org/10.1007/978-3-031-08158-3_11

Legare, C. H., Lane, J. D., & Evans, E. M. (2013). Anthropomorphizing science: How does it affect the development of evolutionary concepts?. Merrill-Palmer Quarterly, 59(2), 168-197. https://doi.org/10.13110/merrpalmquar1982.59.2.0168

Magnusson, H. (2005). Berättande bilder: Svenska tecknade serier för barn. Makadam förlag.

Meir, E., Perry, J., Herron, J. C., & Kingsolver, J. (2007). College students' misconceptions about evolutionary trees. The American Biology Teacher, 69(7). https://doi.org/10.1662/0002-7685(2007)69[71:CSMAET]2.0.CO;2

Spiegel, A., Evans, M., Gram, W., & Diamond, J. (2006). Museum visitors' understanding of evolution. Museums & Social Issues, 1(1), 69-86. https://doi.org/10.1179/msi.2006.1.1.69

Strömberg, F. (2003). Vad är tecknade serier?: en begreppsanalys. Seriefrämjandet.

Wallner, L. (2017). Framing Education: Doing Comics Literacy in the Classroom [doktorsavhandling]. Institutionen för Samhälls- och Välfärdsstudier. Linköpings universitet.

Werdelin, L., Yamaguchi, N., Johnson, W. E., & O’Brien, S. J. (2010). Phylogeny and evolution of cats (Felidae). Biology and conservation of wild felids, 59-82.

Keywords
Evolution; Science education; interaktion; multimodalitet; serier
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-198570 (URN)
Conference
Nationell konferens i Pedagogiskt arbete 2023
Available from: 2023-10-18 Created: 2023-10-18 Last updated: 2023-10-18
Frejd, J. & Pramling, N. (2023). Teacher self-correction of conceptual error: Fictionalisation and shifting epistemological stance in early childhood education teaching. Learning, Culture and Social Interaction, 41, Article ID 100719.
Open this publication in new window or tab >>Teacher self-correction of conceptual error: Fictionalisation and shifting epistemological stance in early childhood education teaching
2023 (English)In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 41, article id 100719Article in journal (Refereed) Published
Abstract [en]

Teachers making errors in explanation that require subsequent self-correction is presumablycommon in education. However, it may be difficult to capture in research. In this study, teacherself-correction in the context of early childhood science education within a fictive frame wascaptured on video when documenting science activities over a prolonged time. How the teachersaddress the error they discover in their teaching and work in correcting it in subsequent activitiesare analyzed. The error identified and addressed concerns the distinction between a tornado and adust devil (dust vortex). The empirical data consist of video recordings of teachers-childreninteraction in Swedish preschool. The participating children are 4 to 5 years old. The findingsclarify how the teachers in addressing and correcting the conceptual error uses different semioticmeans, with a particular emphasis on the coordination of gesturing and verbal explication whencontrasting and explaining the different phenomena. The analysis also clarifies how the fictivecharacter employed leads to a shift in epistemic status of the teachers to becoming co-learnerswith the children. How addressing and amending errors in explanation may function in deepening meaning making rather than working detrimental to it is discussed.

Place, publisher, year, edition, pages
ELSEVIER SCI LTD, 2023
Keywords
Early childhood education; Multimodality; Science education; Fictionalization; Epistemological status
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-196985 (URN)10.1016/j.lcsi.2023.100719 (DOI)001055204700001 ()
Available from: 2023-08-16 Created: 2023-08-16 Last updated: 2023-12-21
Hallström, J. & Frejd, J. (2023). University Teachers’ Experiences of Teaching Hands-On Components in Science and Technology in Primary Teacher Education during COVID-19. Journal of Science Teacher Education, 34(8), 841-860
Open this publication in new window or tab >>University Teachers’ Experiences of Teaching Hands-On Components in Science and Technology in Primary Teacher Education during COVID-19
2023 (English)In: Journal of Science Teacher Education, ISSN 1046-560X, E-ISSN 1573-1847, Vol. 34, no 8, p. 841-860Article in journal (Refereed) Published
Abstract [en]

Teacher education programs have the dual task of teaching specific subject content while also providing examples of how this content can be taught in schools. This task is especially important, and also problematic, when it comes to technology and science education, where hands-on components such as design/construction exercises, laboratory exercises, and excursions are central epistemic practices. When COVID-19 hit, Swedish universities were forced to change from campus-based teaching to online distance education, termed “emergency remote teaching (ERT).” The present study aims to investigate university teachers’ experiences of how hands-on components in science and technology education worked in the ERT mode that arose during the COVID-19 pandemic. The analysis was performed with a social semiotics and community of inquiry framework, and shows that both the type of instruction and the subject content were impacted. In particular, the reduced opportunities for students to apply scientific and technical methods and the reduced ability of teachers to determine whether the students had understood their instruction generated new ways of communicating and supporting the students’ learning. Therefore, analysis of meaning making in science and technology online-learning contexts needs to address the topics of the nature of science (NOS) and the nature of technology (NOT). An extended, three-dimensional model of meaning making is suggested.

Place, publisher, year, edition, pages
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2023
Keywords
Emergency remote teaching (ERT); primary teacher education; science education; technology education
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-192383 (URN)10.1080/1046560x.2023.2165999 (DOI)000943759100001 ()
Note

Funding: Linkoepings Universitet [LiU-2020-03443]

Available from: 2023-03-14 Created: 2023-03-14 Last updated: 2024-03-19Bibliographically approved
Frejd, J., Stolpe, K., Hultén, M. & Schönborn, K. (2022). Making a fictitious animal: 6-7 year-old Swedishchildren’s meaning making about evolution duringa modelling task. Journal of Biological Education, 56(3), 323-339
Open this publication in new window or tab >>Making a fictitious animal: 6-7 year-old Swedishchildren’s meaning making about evolution duringa modelling task
2022 (English)In: Journal of Biological Education, ISSN 0021-9266, E-ISSN 2157-6009, Journal of Biological Education, ISSN 0021-9266, Vol. 56, no 3, p. 323-339Article in journal (Refereed) Published
Abstract [en]

Whereas previous studies show that children are able to make meaningabout evolutionary concepts within read-aloud contexts, little is knownabout how semiotic resources and interaction influence children’s meaningmaking about evolution. This study investigates children’s meaning makingabout evolutionary concepts during a modelling activity conducted after aninteractive storybook read-aloud describing the evolution of a foraging traitof a fictitious mammal (the pilose). Forty children (13 groups) were videotapedas they produced a clay pilose model, while explaining how theythought their pilose would appear after inhabiting a ‘future’ environment(mountainous, snowy or forest). A multimodal analysis focused on howchildren demonstrated their meanings of seven evolutionary conceptsdescribed in the book. An eighth concept, ‘adaptation to environment’,was also often discussed. While all eight concepts emerged, the mostfrequent concerned survival and adaptation. The eighth concept appearedto serve as a synthesis of children’s interpretation of the storybook thathighlighted the visible consequences of evolution. The children engagedfive interactional resources, dominated by the interactional resource ofcommunicating the concepts in direct relation to their produced pilosemodels. The findings shed light on how children’s representational andrelational practices impact making meaning about evolution.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2022
Keywords
Preschool, evolution, modelling, early childhood education, science education
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-168156 (URN)10.1080/00219266.2020.1799843 (DOI)000560771100001 ()
Note

Artikel som ingår i avhandling Enountering evolution (Frejd, 2019)

Available from: 2020-08-18 Created: 2020-08-18 Last updated: 2022-10-21Bibliographically approved
Frejd, J. & Hallström, J. (2022). Praktiska moment på distans: Form och ämnesinnehåll i naturvetenskap och teknik inom grundlärarutbildningen under covid-19-pandemin. Högre Utbildning, 12(3), 61-77
Open this publication in new window or tab >>Praktiska moment på distans: Form och ämnesinnehåll i naturvetenskap och teknik inom grundlärarutbildningen under covid-19-pandemin
2022 (Swedish)In: Högre Utbildning, E-ISSN 2000-7558, Vol. 12, no 3, p. 61-77Article in journal (Refereed) Published
Abstract [sv]

Lärarutbildningar har ett dubbelt uppdrag. Dels ska studenterna få kunskaper i att undervisa ett specifikt ämnesinnehåll, dels ska studenterna få exempel på hur ämnesinnehållet kan undervisas om i skolan. Detta uppdrag är särskilt viktigt och på samma gång problematiskt i teknik och naturvetenskapliga ämnen, där praktiska konstruktionsövningar, laborationer och exkursioner ingår som centrala kunskapspraktiker. Då covid-19 slog till tvingades svenska lärosäten att på kort tid ställa om från campusbaserad undervisning till distansundervisning, s.k. emergency remote teaching (ERT). I den här studien undersöks hur tre universitetslärare upplever att praktiska moment som laborationer, exkursioner och konstruktionsövningar inom naturvetenskaps- och teknikundervisning på grundlärarutbildningen fungerat som ERT. Av analysen framgår att både undervisningens form och ämnesinnehåll påverkades. Studenternas möjlighet att själva tillämpa praktiska naturvetenskapliga och tekniska arbetssätt minskade. Vidare minskade lärarnas möjlighet att veta om studenterna förstått undervisningen, vilket genererade nya sätt att kommunicera och stötta studenternas lärande.

Keywords
grundlärarutbildning, naturvetenskapsdidaktik, teknikdidaktik, emergency remote teaching (ERT), distansundervisning
National Category
Social Sciences Didactics
Identifiers
urn:nbn:se:liu:diva-190858 (URN)10.23865/hu.v12.3544 (DOI)
Available from: 2023-01-03 Created: 2023-01-03 Last updated: 2023-03-15
Frejd, J. (2021). Children’s Encounters with Natural Selection Duringan Interactive Read Aloud. Research in science education, 51(S1), 499-512
Open this publication in new window or tab >>Children’s Encounters with Natural Selection Duringan Interactive Read Aloud
2021 (English)In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 51, no S1, p. 499-512Article in journal (Refereed) Published
Abstract [en]

Previous studies have shown that children as young as 5 years of age are able to form abasic understanding of evolution after listening to a storybook about natural selection.This study offers a semiotic exploration of children’s meaning making during an interactiveread aloud of the same storybook by investigating what children focus on andnegotiate during the read aloud. Video data from eight interactive read aloud sessions(N = 24 children) were analysed using a multimodal approach and contrasted with sevenbiological concepts intentionally described in the storybook. During the interactivereading, the children focused on all biological concepts at some point. However, apartfrom the biological concepts, the children also paid attention to other topics during theread aloud. These topics comprised Death, Change in behaviour, Realism, Babies, Millibugs, and Aesthetics. Throughout the read aloud, a child-centric view of life influencedhow the children made meaning about evolution. The findings highlight that throughinteractive reading, instructional storybooks also become a tool for discussing otheraspects that children find important. Overall, the findings contribute with knowledgeabout the role of interactive read aloud as a pedagogical tool for introducing evolution inearly childhood education.

Place, publisher, year, edition, pages
Springer, 2021
Keywords
Early childhood, Evolution, Interactive read aloud, Meaning-making processes, Multimodality
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-162198 (URN)10.1007/s11165-019-09895-9 (DOI)000498028100001 ()
Note

Funding agencies: Linkoping University

Available from: 2019-11-22 Created: 2019-11-22 Last updated: 2022-09-26
Frejd, J. (2021). When Children Do Science: Collaborative Interactions in Preschoolers’ Discussions About Animal Diversity. Research in science education, 51(SUPPL 1), 21-42
Open this publication in new window or tab >>When Children Do Science: Collaborative Interactions in Preschoolers’ Discussions About Animal Diversity
2021 (English)In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 51, no SUPPL 1, p. 21-42Article in journal (Refereed) Published
Abstract [en]

With the aim of exploring how science is done in collaborative interactions when children discuss reasons for animal diversity, this paper provides insight into the relationships between acts of doing science and collaborative interactions. Video data from four small-group discussions (N = 14) were analysed using Lemke’s (1990) talking science framework and Granott’s (1993) collaborative interaction framework. During their interactions, the children make use of their prior experiences and the materials provided as they engage in acts of doing science. The findings reveal that 6-year-old children are able to engage in science dialogue as they use observations and comparisons as data to generate, describe and discuss ideas. Moreover, while engaged in highly collaborative interactions, the children use observations to evaluate, challenge and question each other. Overall, the study sheds light on how acts of doing science can be perceived in young students’ discussions about science phenomena. The study indicates that the character of the collaborative interactions is an important factor for how acts of doing science are carried out.

Place, publisher, year, edition, pages
SPRINGER, 2021
Keywords
Early Childhood, Biology, Group discussion, Interaction, Multimodality
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-158505 (URN)10.1007/s11165-019-9822-3 (DOI)000706145000002 ()
Available from: 2019-07-02 Created: 2019-07-02 Last updated: 2022-09-20
Frejd, J. (2019). Barn i förskoleklass skapar mening om evolution och djurs utveckling. ATENA Didaktik, 1(1)
Open this publication in new window or tab >>Barn i förskoleklass skapar mening om evolution och djurs utveckling
2019 (Swedish)In: ATENA Didaktik, E-ISSN 2003-3486, Vol. 1, no 1Article in journal (Other academic) Published
Abstract [sv]

I den här texten sammanfattar jag resultaten av min avhandling "Encountering evolution: Children’s meaning-making processes in collaborative interactions". Resultaten baseras på videoanalyser av tre olika gruppbaserade aktiviteter med evolution i fokus. Alla barn som deltog i studien gick vid tiden i förskoleklass. Då förskoleklassens verksamhet har drag både av förskolans lekbaserade praktik och grundskolans mer undervisningsinriktade praktik, är min förhoppning att resultaten kan vara till nytta för lärare och pedagoger i såväl förskolan som grundskolan. Sammanfattningsvis visar resultaten att både tillgång till material och uppgifters utformning och kontext har stor påverkan på vad som sker när barn deltar i aktiviteter med naturvetenskapligt innehåll.

Keywords
Naturvetenskapsundervisning, biologi, multimodalitet, evolution
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-197814 (URN)10.3384/atena.2019.1355 (DOI)
Available from: 2023-09-15 Created: 2023-09-15 Last updated: 2024-02-12Bibliographically approved
Frejd, J. (2019). Encountering Evolution: Children's Meaning-Making Processes in Collaborative Interactions. (Doctoral dissertation). Linköping: Linköping University Electronic Press
Open this publication in new window or tab >>Encountering Evolution: Children's Meaning-Making Processes in Collaborative Interactions
2019 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis explores preschool class children’s meaning making processes when they encounter evolution. By adopting social semiotic and sociocultural perspectives on meaning making, three group-based tasks were designed. Video data from the activities were analysed using a multimodal approach. The analysis focuses on how the communicated science content affects the science focus of the tasks, how different materials function as semiotic resources and influence meaning making, and interactive aspects of doing science in the meaning-making processes.

The findings reveal that, by using the provided materials and their previous experiences, the children argue for different reasons for animal diversity and evolution. Throughout the tasks, a child-centric view of life emerged in a salient manner. This means that, apart from the science focus, the children also emphasise other aspects that they find important. The child-centric perspective is suggested to be a strength that enables children to engage in science activities.

The results show that the provided materials had three functions. Children use materials as resources providing meaning. This means that the children draw on the meaning potential of the materials, a process that is influenced by their previous experiences. Moreover, in interaction with peers, the materials also serve as communicative and argumentative tools. Thus, access to materials influences the children’s meaning making and enables them to discuss evolution and “do science”.

The findings also reveal an intimate relationship between task context and interaction. More scripted tasks convey more child–adult interaction (scaffolding) while less scripted tasks, during which children build on previous experiences instead of communicated science content, stimulates child–child interaction (mutual collaboration). In scaffolding interactions, a greater emphasis is placed on the science topic of the task due to guidance from the adult. Consequently, meanings made by children in more scripted tasks are more likely to be “scientifically correct”. However, if the teacher or the adult steps back and allows the children to engage in mutual collaboration, they engage in multiple ways of doing science through evaluating, observing, describing and comparing.

Overall, the research reported in this thesis suggests that task contexts and materials have a great impact on children’s meaning making and how science is done.

Abstract [sv]

Den här avhandlingen utforskar förskolebarns meningsskapandeprocesser kring evolution. Tre gruppbaserade aktiviteter har designats. Videodata har analyserats utifrån ett multimodalt perspektiv på kommunikation. Analysen fokuserar på hur kommunicerade naturvetenskapliga beskrivningar av evolution påverkar aktiviteternas naturvetenskapliga fokus, materials funktion som semiotiska resurser och påverkan på meningsskapande och interaktiva aspekter av att göra naturvetenskap.

Avhandlingens resultat visar att barnen, genom att använda material och sina tidigare erfarenheter, för olika resonemang kring varför djur utvecklas och blir olika. Genomgående har barnens syn på världen en betydande roll för meningsskapandeprocessen. Det betyder att barnen, förutom att fokusera på det naturvetenskapliga innehållet i aktiviteterna, också lägger stor vikt vid andra aspekter som är viktiga för dem. Det barncentrerade perspektivet förslås vara en styrka som möjliggör för barn att delta i och engageras av naturvetenskapliga aktiviteter.

De material som barnen har tillgång till de i de olika aktiviteterna har tre funktioner. Barnen använder material som meningsgivande resurser, vilket betyder att barnen använder materialens meningspotential. Denna process påverkas av barnens tidigare erfarenheter. Vidare används materialen som kommunikativa- och argumentativa redskap i interaktion med andra. Tillgången till material påverkar således barnens meningsskapande och möjliggör att de kan diskutera evolution påverkar barnens naturvetenskapliga handlande.

Avhandlingens resultat visar på en nära relation mellan uppgifters kontext och interaktion. Mer styrda aktiviteter medför mer interaktion mellan barn och vuxna (scaffolding). Mindre styrda aktiviteter, där barnen bygger på sina tidigare erfarenheter, stimulerar istället interaktion mellan barnen (mutual collaboration). Som ett resultat av den vuxnes agerande, läggs det större vikt vid det naturvetenskapliga innehållet (evolution) i scaffolding-interaktioner. Följaktligen är de meningar som skapas i mer styrda aktiviteter mer i linje med naturvetenskapliga förklaringar till evolution. Samtidigt finns det ett samband mellan att den vuxne kliver åt sidan och att barnen kliver fram och gör naturvetenskapliga handlingar som att utvärdera, observera, beskriva och jämföra.

Sammanfattningsvis visar den här avhandlingen att uppgifters kontext och material har stor påverkan på barns meningsskapande och hur de gör naturvetenskap.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2019. p. 122
Series
Studies in Science and Technology Education, ISSN 1652-5051 ; 107
Keywords
Meaning-making processes, Science Education, Evolution, Multimodality, Collaborative Interaction, Exploratory studies, Meningsskapandeprocesser, Naturvetenskapsundervisning, Evolution, Multimodalitet, Interaktion, Explorativa studier
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-159786 (URN)10.3384/diss.diva-159786 (DOI)9789176850053 (ISBN)
Public defence
2019-10-04, K2, Kåkenhus, Campus Norrköping, Norrköping, 13:00 (English)
Opponent
Supervisors
Available from: 2019-08-21 Created: 2019-08-21 Last updated: 2019-09-02Bibliographically approved
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