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  • 1.
    Grothérus, Annika
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Jeppsson, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Joakim
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Formative Scaffolding: how to alter the level and strength of self-efficacy and foster self-regulation in a mathematics test situation2018In: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074, Vol. 27, no 5, p. 667-690Article in journal (Refereed)
    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. 

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  • 2.
    Fägerstam, Emilia
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Grothérus, Annika
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Secondary school students' experience of outdoor learning: A Swedish case study2018In: Education, ISSN 0013-1172, Education, ISSN 0013-1172, Vol. 138, no 4, p. 378-392Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to explore lower secondary school students’ experiences of using the school grounds as a learning environment. School grounds were used on a regular basis during two to three years, mainly in mathematics and German as a third language. Fourteen students were interviewed about their experiences. The way outdoor learning was implemented facilitated student-centred and cooperative learning, which was considered positive in terms of academic as well as emotional dimensions. Perceptions regarding on-task orientation were more varied, and included experiences of increased as well as decreased on-task orientation. Teachers’ control could be poorer outdoors, resulting in a negative influence on on-task orientation. This study contributes to previous research on outdoor learning by focusing on regular school-based outdoor learning in a secondary school context.

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  • 3.
    Grothérus, Annika
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Fägerstam, Emilia
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Impact of long-term regular outdoor learning in mathematics–Tha case of John2017In: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1-5,2017). Dublin, Ireland: DCU Institute of Education and ERME. / [ed] Thérèse Dooley and Ghislaine Gueudet, Dublin: Institute of Education, Dublin City University, Ireland , and ERME , 2017, p. 1074-1081Conference paper (Other academic)
    Abstract [en]

    This paper reports on a longitudinal study investigating lower secondary students experiences of outdoor learning in mathematics on a regular basis and its impact on self-regulation skills and mathematics proficiency. The results are presented in form of a case: the case of John. The findings emphasise the positive outcomes of a closer connection between school and out-of-school experiences indicating reduced mathematics related stress and anxiety, changed self-concept, and enhanced mathematical proficiency.

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    Impact of long-term regular outdoor learning in mathematics–Tha case of John
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