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  • 251.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Naturvetenskap2011In: Utbildningshistoria: en introduktion / [ed] Westerberg, J & Larsson, E, Lund: Studentlitteratur, 2011, p. 235-247Chapter in book (Refereed)
  • 252.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Samtidsidéer i läroböcker: exemplet folkskolans och grundskolans naturvetenskap 1842–20072009In: Norsk Lærebokhistorie II: en kultur- og danningshistorie / [ed] Skjelbred, D. & Aamotsbakken, B., Oslo: Novus Forlag, 2009, p. 61-82Chapter in book (Other academic)
  • 253.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Scientists, teachers and the 'scientific' textbook: Interprofessional relations and the modernisation of elementary science textbooks in 19th century Sweden2016In: History of Education, ISSN 0046-760X, E-ISSN 1464-5130, Vol. 45, no 2, p. 143-168Article in journal (Refereed)
    Abstract [en]

    In research on the development of a nineteenth-century ‘science for the people’, initiatives by scientists or people well-trained in science has been emphasised, while the writings, roles and initiatives of elementary teachers are normally just mentioned in passing. In this study the development of nineteenth-century elementary science textbooks is analysed. While practitioners and popularisers of science established the genre as such, writing the first textbooks on elementary science and arguing for its place in elementary education, elementary teachers were prime movers in developing the genre both pedagogically and scientifically. In doing this they not only contributed to further strengthening the cultural status of science in late nineteenth-century Sweden but most probably strengthened the elementary teaching profession as a whole, formulating the expertise of the teacher in relation to elementary science.

  • 254.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Striden om den goda skolan: hur kunskapsfrågan enat, splittrat och förändrat svensk skola och skoldebatt2019 (ed. 1)Book (Other academic)
    Abstract [sv]

    Vi pratar mycket om kunskap i samhället idag – ett åtrå­ värt begrepp som blev ett nyckelord i kampen mot den så kallade flumskolan som blev rejält utskälld i slutet av 1970­talet. ”Kunskap” blev därefter den klara ledstjärnan för 1990­talets skolreformer.

    I Striden om den goda skolan belyser Magnus Hultén hur den övergripande mediala ramberättelsen som formades på 1980­talet än idag påverkar såväl politiska beslut som medias rapporter om svagheterna i dagens skolor. Skol­ reformerna på 1990­talet var tänkta att skapa Europas och till och med världens bästa skola, men så blev det inte.

    Författaren menar att anledningen till att målen inte upp­ nåtts går att finna i en övertro på vad statlig kunskaps­ styrning kan åstadkomma. Han anser att vi idag upprepar 1990­talets misstag på skolans område, drivna av samma – överdrivna – kunskapsvisioner. Med detta som bakgrund lyfter Hultén fram möjligheter och lösningar för att vi ska komma ur den låsta situation som uppstått.

  • 255.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Technology for all: turning a keyword into a school subject in post-war Sweden2013In: History of Education, ISSN 0046-760X, E-ISSN 1464-5130, Vol. 42, no 5, p. 622-637Article in journal (Refereed)
    Abstract [en]

    The decades following the Second World War saw strong technological development and economic growth. They also saw the advent of technology education, a period of extensive curriculum development in this field. But what was done and why? In order to obtain a better understanding of the historical roots of technology education, in this study the mid-century school reforms in Sweden are examined and, more specifically, the birth of the new subject of Technology (Teknik) in compulsory schools. In this article, the political forces driving the introduction and shaping of this new subject are emphasised. In a time of rapid transformations of educational systems and labour markets, the term Teknik proved to be a useful concept for policy-makers and reform technocrats. However, the subject came to re-create the inequalities of the earlier differentiated school system, despite its presence within the framework of a school for all.

  • 256.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Teknik för alla: efterkrigstidens skolreformer och det nya skolämnet Teknik2013In: Teknik som kunskapsinnehåll i svensk skola 1842-2010 / [ed] Jonas Hallström, Magnus Hultén, Daniel Lövheim, Hedemora: Gidlunds förlag, 2013, 1, p. 169-214Chapter in book (Other academic)
    Abstract [sv]

    Teknikens kunskapshistoria är för många en historia om svenska uppfinnare, tillämpad naturvetenskap och ingenjörsutbildning. I den här antologin riktas istället blicken mot de bredare lagren av samhället, mot folkskola, grundskola och yrkesskolor och det tekniska kunskapsinnehåll som behandlats där. Hur har man sett på den tekniska kunskapens roll i dessa utbildningsformer och hur har den förändrats?

    I boken presenteras forskning om det tekniska kunskapsinnehållet i svensk skola mellan 1842 och 2010  både i form av spridda inslag av teknikinnehåll och som ett ämne med namnet Teknik. Några återkommande mönster i denna utveckling identifieras, vilka alla på ett eller annat sätt kan sägas ha varit styrande för hur aktörer har besvarat grundläggande frågor om teknikinnehållet i skolan under undersökningsperioden. Frågorna har rört motiven för teknisk kunskap och vilken typ av teknik som är viktigast, men också dess gränser, utseende och upptagningsområde.

  • 257.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Teknikdidaktik och tekniklärarutbildning vid Stockholms universitet: problem och möjligheter i historisk och nationell belysning2010Report (Other academic)
  • 258.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Yrkesämnet som blev obligatoriskt2011In: Vägval i skolans historia, ISSN 1652-0610, no 1Article in journal (Other academic)
  • 259.
    Hultén, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Artman, Henrik
    Royal Institute of Technology, Sweden.
    House, David
    Royal Institute of Technology, Sweden.
    A model to analyse students’ cooperative idea generation in conceptual design2018In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 28, no 2, p. 451-470Article in journal (Refereed)
    Abstract [en]

    In this article we focus on the co-creation of ideas. Through the use of concepts from collaborative learning and communication theory we suggest a model that will enable the cooperative nature of creative design tasks to emerge. Four objectives of the model are stated and elaborated on in the paper: that the model should be anchored in previous research; that it should allow for collaborative aspects of creative design to be accounted for; that it should address the mechanisms by which new ideas are generated, embraced and cultivated during actual design; and that it should have a firm theoretical grounding. The model is also exemplified by two test sessions where two student pairs perform a time-constrained design task. We hope that the model can play a role both as an educational tool to be used by students and a teacher in design education, but primarily as a model to analyse students’ cooperative idea generation in conceptual design.

  • 260.
    Hultén, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Björkholm, Eva
    KTH Royal Institute of Technology, Stockholm, Sweden .
    Epistemic habits: Primary school teachers’ development of pedagogical content knowledge (PCK) in a design-based research project2016In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 26, no 3, p. 335-351Article in journal (Refereed)
    Abstract [en]

    Generalist primary school teachers often have little or no training in school subjects such as science and technology. Not surprisingly, several studies show that they often experience difficulties when teaching these subjects, in fact some primary teachers even avoid teaching them. The over all aim of this study is to contribute to new theoretical and methodological tools for the study of how teachers develop knowledge for teaching, i.e. pedagogical content knowledge (PCK). And based on this, elaborate on implications for the professional development of primary school teachers. The teachers in the study participated in a design-based research project concerning technology education in Grade 1. We were especially interested in whether the teachers displayed any habits that contributed to the development of their personal PCK. We found three significant patterns in how the teachers, together with the researcher, developed knowledge of how to teach a specific topic in technology. We argue that these patterns tell us something about the teachers’ epistemic habits in relation to the teaching of technology. The existence of these habits could help to explain how teachers with little or no experience of teaching a subject can develop relevant PCK.

  • 261.
    Hultén, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Christian, Lundahl
    Institutionen för humaniora, utbildnings- och samhällsvetenskap , Örebro Universitet.
    Betyg och bedömning i en marknadsutsatt skola2018In: Skolan, marknaden och framtiden / [ed] Magnus Dahlstedt och Andreas Fejes, Lund: Studentlitteratur AB, 2018, 1, p. 261-280Chapter in book (Other academic)
  • 262.
    Hultén, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Inledning: Tema: "Skolans digitalisering"2019In: Vägval i skolans historia, ISSN 2002-0147, no 1Article in journal (Other (popular science, discussion, etc.))
  • 263.
    Hultén, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Larsson, Bo
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    The Flipped Classroom: Primary and Secondary Teachers’ Views on an Educational Movement in Schools in Sweden Today2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 3, p. 433-443Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to contribute to an increased understanding of the flipped classroom movement. A total of 7 teachers working in school years 4–9 and who both actively flipped their classrooms and had been early adopters in this movement were interviewed. Two research questions were posed: “What characterizes flipped classroom instruction according to the teachers?” and “What objectives do the flipped classroom meet according to the teachers?” Regarding the first research question, a characteristic of a flipped classroom was “the flip,” a task to be accomplished outside the classroom before class. In relation to the second research question we found three objectives: Student activity in class; Educational change; Being part of a digital learning community.

  • 264.
    Huq, Rizwan-ul
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Doing English-Only Instructions: A Multimodal Account of Bilingual Bangladeshi Classrooms2018In: Hacettepe University Journal of Education, E-ISSN 2536-4758, Vol. 33, p. 278-297Article in journal (Refereed)
    Abstract [en]

    The research reported here is part of a broader research project on bilingual Bangladeshi ESL schools. The study seeks to find out how a prescribed language policy that is operating at the school informs classroom instruction. To do so, it uses the distinction between medium of instruction and medium of interaction, introduced by Bonacina & Gafaranga (2011), to examine how participants to instructional exchanges orient their actions to the language policy as well as to locally emerging interactional challenges. Through multimodal conversation analysis the study shows how participants sustain, suppress or even overlook the medium of instruction in the service of doing instruction. These findings therefore contribute to the existing literature on language policy-in-practice and language alternation in bilingual classrooms. 

  • 265.
    Huq, Rizwan-ul
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Amir, Alia
    Malmö University, Sweden.
    WHEN THE TOKENS TALK: IRF AND THE POSITION OF ACKNOWLEDGEMENT TOKENS IN TEACHER-STUDENT TALK-IN-INTERACTION2015In: Novitas-ROYAL, ISSN 1307-4733, E-ISSN 1307-4733, Vol. 9, no 1, p. 60-76Article in journal (Refereed)
    Abstract [en]

    In classroom settings, students` competence is regularly evaluated through a default practice named Initiation-Response-Feedback (IRF) or Initiation-Response-Evaluation (IRE). In the feedback or evaluation turn, the teacher normally uses acknowledgement tokens (such as uhm, yeah, okay). These tokens perform an active role of maintaining listenership as well as helping the speakers to buy the necessary time to prepare the right answers or expressions, especially in ‘response’ (R) turns. The aim of this paper is to study how the ‘acknowledgement tokens’ are placed within the framework of teacher-nominated IRF sequences and to explore the recognizable pattern of ‘okay’ responses within an IRF framework. The findings suggest an interesting distribution of these tokens, especially with the classifications of ‘strong acknowledgement tokens’ (such as: yeah or okay) and ‘passive recipiency tokens’ (such as: uhm, uhhm, or hmm). Moreover, the findings suggest that the usage of ‘ok’ responses invites further talk as well as an imminent closure. The findings of this study could be used to create a learner-friendly and inclusive classroom. 

  • 266.
    Huq, Rizwan-ul
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Eriksson Barajas, Katarina
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning.
    Cromdal, Jakob
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Sparkling, wrinkling, softly tinkling: on poetry and word meaning in a bilingual primary classroom2017In: Children’s knowledge-in-interaction: studies in conversation analysis / [ed] Amanda Bateman, Amelia Church, Singapore: Springer Science+Business Media B.V., 2017, p. 189-209Chapter in book (Refereed)
    Abstract [en]

    In this chapter we discuss the use of poetry in a bilingual language classroom. The analysis draws on video recordings of an English lesson in third grade taking place in an English-medium school in Bangladesh. During the session, dedicated to the poem “Waters” by E.H. Newlin, the teacher performs a structured reciting of a poem, while at the same time engaging the students in joint explorative discussions of the meaning of individual words, as well as the holistic sense of the poem. Through sequential and multimodal analysis of the interaction, we explore the methods by which the two instructional orientations are pursued throughout the session, highlighting in particular the role of multimodal action design and language alternation. The chapter offers a participant-oriented account of literary aesthetics in bilingual instruction.

  • 267.
    Hvit Lindstrand, Sara
    et al.
    Jönköping University, Sweden.
    Björk-Willén, Polly
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    When you give them a pencil they often say theyre writing: Preschool teachers categorisation of written language work with toddlers2016In: Australasian Journal of Early Childhood, ISSN 0312-5033, Vol. 41, no 1, p. 90-99Article in journal (Refereed)
    Abstract [en]

    The Swedish preschool curriculum was revised in 2010 and introduced more emphasis on literacy development for very young children. In exploring how educators approach and understand these changes to the curriculum, we drew on focus group interviews with 10 preschool teams working with toddlers. As the educators talked about their work with written language with toddlers, they identified a range of activities from their everyday practice that categorised written language in various ways. As well as reporting on what the teachers said, this paper also shows how they participated in the focus groups, showing hesitancy in some cases and using categorisations, contrasts and active voicing as they shared their perspectives. The studys findings suggest that early childhood educators would benefit from engaging more deeply in theories of literacy that align with early childhood education. This will enable them to theorise from their practice and to articulate their understandings and practice within their teams and to others.

  • 268.
    Häll, Linda
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Kommunikativ mångfald i förskolebarns lek2013In: Nationell förskola med mångkulturellt uppdrag / [ed] Polly Björk-Willén, Sabine Gruber, Tünde Puskás, Stockholm: Liber, 2013, p. 71-90Chapter in book (Other academic)
  • 269.
    Hård af Segerstad, Helene
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Setterud, Helen
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Salerud, Göran
    Linköping University, Department of Biomedical Engineering, Biomedical Instrumentation. Linköping University, The Institute of Technology.
    An alternative supervision model of Master thesis2008Conference paper (Other academic)
  • 270.
    Hård af Segerstad, Helene
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Setterud, Helen
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Salerud, Göran
    Linköping University, Department of Biomedical Engineering, Biomedical Instrumentation. Linköping University, The Institute of Technology.
    Master students and supervisors’ conceptions and experiences of an alternative model of supervision2008Conference paper (Other academic)
  • 271.
    Höst, Gunnar E.
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Larsson, Caroline
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Olson, Arthur
    Department of Integrative Structural and Computational Biology, Scripps Research Institute, La Jolla, USA.
    Tibell, Lena A. E.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Student Learning about Biomolecular Self-Assembly Using Two Different External Representations2013In: CBE - Life Sciences Education, ISSN 1931-7913, E-ISSN 1931-7913, Vol. 12, no 3, p. 471-482Article in journal (Refereed)
    Abstract [en]

    Self-assembly is the fundamental but counterintuitive principle that explains how ordered biomolecular complexes form spontaneously in the cell. This study investigated the impact of using two external representations of virus self-assembly, an interactive tangible three-dimensional model and a static two-dimensional image, on student learning about the process of self-assembly in a group exercise. A conceptual analysis of self-assembly into a set of facets was performed to support study design and analysis. Written responses were collected in a pretest/posttest experimental design with 32 Swedish university students. A quantitative analysis of close-ended items indicated that the students improved their scores between pretest and posttest, with no significant difference between the conditions (tangible model/image). A qualitative analysis of an open-ended item indicated students were unfamiliar with self-assembly prior to the study. Students in the tangible model condition used the facets of self-assembly in their open-ended posttest responses more frequently than students in the image condition. In particular, it appears that the dynamic properties of the tangible model may support student understanding of self-assembly in terms of the random and reversible nature of molecular interactions. A tentative difference was observed in response complexity, with more multifaceted responses in the tangible model condition.

  • 272.
    Jacobson, Henrik
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Li, Xun
    Linköping University, Department of Physics, Chemistry and Biology, Semiconductor Materials. Linköping University, The Institute of Technology.
    Janzén, Erik
    Linköping University, Department of Physics, Chemistry and Biology, Semiconductor Materials. Linköping University, The Institute of Technology.
    Henry, Anne
    Linköping University, Department of Physics, Chemistry and Biology, Semiconductor Materials. Linköping University, The Institute of Technology.
    Structural investigation of heteroepitaxial 3C-SiC grown on 4H-SiC substrates2013In: SILICON CARBIDE AND RELATED MATERIALS 2012, Trans Tech Publications , 2013, Vol. 740-742, p. 319-322Conference paper (Refereed)
    Abstract [en]

    3C-SiC epilayers grown on Si-face nominally on-axis 4H-SiC substrate are characterized with X-ray diffraction techniques. The aim was to investigate if these 3C-SiC epilayers were grown by single domain growth. The results show that all samples start by having several nucleation centers all over the substrate surface and the growth continues with two domain formations. As the growth proceeds one domain overtakes the growth and single domain crystal growth occurs. This single domain was further investigated and the results show that it seems to contain many sub-domains with same lattice constant but slightly tilted.

  • 273.
    Jak Peterson, Tatiana
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Utbildningens betydelse för lärande: förskollärarstuderandes tankar om sitt eget lärande2000Licentiate thesis, monograph (Other academic)
    Abstract [en]

    The aim of the study was to describe and analyse leaming processes in a group of preschool students. My questions was; what do preschool students think about preschool teachers' attitude regarding meals? Do their attitudes and descriptions change during the time of education and if so, which are the contributory causes to this change?

    The investigation has a qualitative approach where ten students were interviewed on two different occasions with two years in between. The starting point for the interviews were nine cri tical incidents.

    In the analysis I found several different attitudes, which were brought together to six general attitudes witch I narned; "the Regulator", "the Considerator", "the Planner", "the Cooperator", "the Adaptor" and "the Persuader". The Considerator, the Planner, the Cooperator and the Adaptor all want to, in their own way, tum the meals into positive and joyful moments for all participants. These attitudes describe an active preschool teacher who plans and organises the meals based on the childs needs and abilities. The Regulator's and the Persuader's attitudes were based upon the will to reform the childs behaviour, which was seen upon as negative or less acceptable. The result shows that the attitudes somewhat differ between the two years, for exarnple does the Persuader deminishes while the Planner grows in nurnber.

    My analysis shows that there are several contributory causes to the students' change of attitude. These are; work experience, theoretical experience, literature studies, broadened understanding, possibilities to discussion, as well as the collaboration between theory and practice.

    When discussing the result, theories about competence and knowledge, especially the competence and knowledge of the preschool teacher, are considered. The learning process and effects from education, again especially focused on the education of preschool teachers, are also discussed.

    One conclusion is thai:" the learning process can either be facilitated or aggravated by the organisation of the education. Alternation between theoretical and practical elements <luring the whole educational period is positive for the learning process, as well as creating several opportunities for reflection, and to create working methods which stimulate the visualisation of the students' own learning process.

  • 274.
    Jansson, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Elvstrand, Helene
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Hellberg, Kristina
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Att göra medborgarkunskap: möjligheter, hinder och dilemman2014Report (Other academic)
    Abstract [sv]

    Rapporten är skriven inom ramen för projektet Samverkan, integration och kunskap (SIK), vid Linköpings universitet och är finansierad av Europeiska integrationsfonden. I projekten sker en analys av medborgarkunskap som fenomen. Analysen bygger på en kvalitativ studie av de projekt som under tidsperioden 2010-2013 beviljats med från Integrationsfonden för att arbeta med åtgärden medborgarkunskap. Det empiriska materialet i rapporten består av dokumentanalys, observationer av projektaktiviteter samt intervjuer med projektledare och projektmedarbetare. Studiens huvudresultat visar att medborgarkunskap är ett nytt och komplext utbildningsområde som det be-hövs ökas kunskap kring. Vidare behöver lärandeinnehållet i medborgarkunskap pro-blematiseras ytterligare speciellt gällande värdefrågor. Utan detta finns en uppenbar risk att fasta i stereotypa bilder och kategoriseringar gällande exempelvis gällande ”vi- och dom”. Avslutningsvis visar resultatet att det är svårt att tillvarata målgruppens del-aktighet vilket också är ett område där pedagogiska arbetsformer skulle behöva utveck-las och systematiseras.

  • 275.
    Jansson, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Simonsson, Maria
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Gyberg, Per
    Linköping University, Department of Thematic Studies, Tema Environmental Change. Linköping University, Faculty of Arts and Sciences.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Technology Education and Informal Learning: Technology in the Swedish Leisure-Time Centre as Boundary Object2016In: PATT-32 Proceedings: Technology Education for 21st Century Skills / [ed] M. J. de Vries, A. Bekker-Holtland, & G. van Dijk, Utrecht: University of Applied Sciences , 2016, p. 226-233Conference paper (Refereed)
    Abstract [en]

    A majority of Swedish children between six and nine years old attend afterschool activities in a leisure-time centre, fritidshem, until their parents finish work for the day. Leisure-time centres are characterised by “educare” activities, that is, both educational and carerelated activities and thus both formal and informal learning settings. The centres are part of the Swedish educational system and activities should be related to the national curriculum for the compulsory school. The centres are right now in an interesting transition which will lead to the introduction of more formal learning activities, for instance, in technology, at the same time as virtually no research has been carried out on technology activities in the centres. The aim of this paper is therefore to study the role of technology in activities in leisure-time centres. The results are drawn from field work conducted in three Swedish leisure-time centres. The observations focused upon the daily activities in the leisure centres, specifically activities where technology play a central part. The data collection was completed with interviews with teachers. We use the concept of boundary object to analyse the technological activities. The findings indicate that there is a special technology education that emerges in the context of the leisuretime center – leisure-time technology education – at the intersection between informal and formal technology learning, which ranges from the informal play-related construction of Lego and wooden blocks to the more formal computer instruction. The amorphousness of leisure-time technology – the fact that children can choose what they want it to be and what to learn –points to it being a boundary object with a very open interpretative flexibility.

  • 276.
    Jansson, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Söderman Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Att göra teknik i fritidshem2019In: Fritidshemmets möjligheter: Att arbeta fritidspedagogiskt / [ed] Helene Elvstrand, Lina Lago & Maria Simonsson, Lund: Studentlitteratur AB, 2019, 1, p. 265-286Chapter in book (Other academic)
    Abstract [sv]

    I kapitlet fokuseras fritidshemmets teknikundervisning. Fokus ligger på hur fritidshemmets teknik görs i vardaglig praktik av lärare och elever. Det finns många aktiviteter med olika teknikinnehåll i fritidshemmet men tekniken förblir ofta outtalad. I kapitlet diskuteras hur teknikundervisningen kan gå från att göra till att förstå vad man gör.

  • 277.
    Jeppsson, Fredrik
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Begrepsliga metaforer i studenters dialog2013In: Modeller, analogier och metaforer i naturvetenskapsundervisning / [ed] Fredrik Jeppsson & Jesper Haglund, Lund: Studentlitteratur, 2013, 1, p. 155-166Chapter in book (Other academic)
    Abstract [sv]

    Elever kan bara lära sig nya saker genom att bygga på det de redan vet och sina tidigare erfarenheter. Detta är en viktig utgångspunkt i konstruktivismen. Samtidigt är naturvetenskapen ofta abstrakt till sin karaktär. Hur kan vi som lärare skapa miljöer och situationer i naturvetenskapsundervisningen där våra elever ges möjlighet att dra nytta av sina tidigare kunskaper och inne­boende resurser? Ett sätt att åstadkomma detta är att använda sig av modeller, analogier och metaforer i undervisningen.

    I denna antologi presenteras forskning och undervisningsexempel kring hur man kan använda modeller, analogier och metaforer, samt elevers egna representationer i undervisningen i fysik, kemi och biologi.

    Antologin vänder sig främst till blivande och verksamma lärare i ­naturvetenskap med fokus på grundskolans senare år och gymnasiet, samt lärarutbildningen i naturvetenskapliga ämnen och deras didaktik.

  • 278.
    Jeppsson, Fredrik
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Conceptual metaphors in learning and teaching entropy: adopting a cognitive semantic approach in science education research2012Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Over the last 20 years there has been an extensive amount of research on science learning conducted from a “knowledge-in-pieces” or “resources” perspective. One of the main goals of that research has been to identify and characterize available cognitive knowledge resources that can be productive components of scientific understanding. In relation to characterizing available knowledge resources, the research, adopting the resource perspective, has focused on finding out and describing the continuity between the novice/learner and expert in various scientific domains. However, even though there exists an extensive amount of studies with a clear focus on characterizing available cognitive knowledge resources, research with a special focus on the role of language in relation to thermodynamics adopting a resource perspective is limited. In this thesis, on the one hand I describe challenges that can be related to language and, on the other hand, I identify possible available resources in the form of conceptual metaphors. Based on the results from the first two papers included in this thesis I show, among other things, the ambiguity of the physical concept of entropy. Furthermore, the result of paper two also highlights that there is an ambiguity in the words used as source domain words for metaphors that include entropy. For instance, source domain words such as ‘disorder’ in the metaphor ‘entropy is disorder’ turn out not to be as unambiguous as one might first think. In addition, in papers three and four, I highlight how very experienced people construe entropy in both written text and in a problem-solving situation based on textbook analyses and interviews. The included texts for analyses, in paper three, represented university textbooks on introductory physics, chemistry and statistical mechanics. In addition, all the texts covered macroscopic and microscopic accounts (as well as links between the two) of thermodynamics. The results from the text book analyses show that there is a systematic difference between the conceptual metaphors used for macroscopic and microscopic descriptions. In addition, the largest number of conceptual metaphors was identified at the macroscopic level. The problem-solving situation, in paper four, was structured around three thermodynamic problems where two PhD students worked together in pairs while they solved the three tasks. In addition, the problem-solving situation was captured by use of audio and video recordings. From the problem-solving situation I show, among other things, that a single conceptual metaphor was used in a sustained way to ground reasoning and, in addition, a number of conceptual metaphors were coordinated with each other and with other symbolic forms in a coherent way. In sum, the results of this thesis indicate that adopting tools from other disciplines, such as cognitive linguistics, may contribute to the field of science education.

    List of papers
    1. Different Senses of Entropy-Implications for Education
    Open this publication in new window or tab >>Different Senses of Entropy-Implications for Education
    2010 (English)In: ENTROPY, ISSN 1099-4300, Vol. 12, no 3, p. 490-515Article in journal (Refereed) Published
    Abstract [en]

    A challenge in the teaching of entropy is that the word has several different senses, which may provide an obstacle for communication. This study identifies five distinct senses of the word entropy, using the Principled Polysemy approach from the field of linguistics. A semantic network is developed of how the senses are related, using text excerpts from dictionaries, text books and text corpora. Educational challenges such as the existence of several formal senses of entropy and the intermediary position of entropy as disorder along the formal/non-formal scale are presented using a two-Dimensional Semiotic/semantic Analysing Schema (2-D SAS).

    Keywords
    science education, thermodynamics, entropy, semantics, cognitive linguistics, polysemy
    National Category
    Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-54783 (URN)10.3390/e12030490 (DOI)000275934000012 ()
    Available from: 2010-04-09 Created: 2010-04-09 Last updated: 2014-09-25
    2. Exploiting languages in teaching of entropy
    Open this publication in new window or tab >>Exploiting languages in teaching of entropy
    2011 (English)In: Journal of Baltic Science Education, ISSN 1648-3898, E-ISSN 2538-7138, Vol. 10, no 1, p. 27-35Article in journal (Refereed) Published
    Abstract [en]

    The words disorder, information, freedom and spreading are used as metaphors and analogies in science teaching to capture the scientific qualitative sense of entropy. In addition, the identification of entropy with the everyday conception of heat has been proposed. While physical sciences are regarded as exact disciplines, in which terms have precise definitions, the words being used in the qualitative interpretation of entropy have many senses. This may provide an obstacle to achieving a scientific understanding of entropy. In this study, the metaphors for entropy and seeing entropy as heat were analysed by use of the different entries for the words in a dictionary. The present paper is a contribution to highlighting the importance of making any metaphors and analogies and their benefits and limitations explicit.

    Place, publisher, year, edition, pages
    Lithuania: Scientific Methodical Center ”Scientia Educologica”, 2011
    National Category
    Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-68343 (URN)000289845300004 ()
    Available from: 2011-05-20 Created: 2011-05-20 Last updated: 2017-12-11
    3. Arrow of time: Metaphorical construals of entropy and the second law of thermodynamics
    Open this publication in new window or tab >>Arrow of time: Metaphorical construals of entropy and the second law of thermodynamics
    2012 (English)In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, ISSN 1098-237X, Vol. 5, no 96, p. 818-848Article in journal (Refereed) Published
    Abstract [en]

    Various features of scientific discourse have been characterized in the science education literature, and challenges students face in appropriating these features have been explored. Using the framework of conceptual metaphor, this paper sought to identify explicit and implicit metaphors in pedagogical texts dealing with the concept of entropy and the second law of thermodynamics, an abstract and challenging domain for learners. Three university-level textbooks were analyzed from a conceptual metaphor perspective, and a range of explicit and implicit metaphors were identified. Explicit metaphors identified include entropy as disorder, thermodynamics processes as movements along a path, and energetic exchange as financial transactions among others. Implicit metaphors include application and elaboration of the generic Location Event Structure metaphor, application of the Object Event Structure metaphor, and others. The similarities and differences between explicit and implicit metaphors found in the textbooks are also described. Two key pedagogical implications are discussed: that the selection of explicit instructional metaphors can be guided by consistency with implicit metaphors; and that the range of implicit metaphors found in pedagogical texts implies that a multiple instructional metaphor strategy is warranted. The depth of the phenomenon of conceptual metaphor and its implications for future research are also discussed

    Place, publisher, year, edition, pages
    John Wiley & Sons, 2012
    National Category
    Didactics
    Identifiers
    urn:nbn:se:liu:diva-79912 (URN)10.1002/sce.21015 (DOI)000307392600005 ()
    Available from: 2012-08-15 Created: 2012-08-15 Last updated: 2017-12-07
    4. Exploring the Use of Conceptual Metaphors in Solving Problems on Entropy
    Open this publication in new window or tab >>Exploring the Use of Conceptual Metaphors in Solving Problems on Entropy
    2013 (English)In: The Journal of the learning sciences, ISSN 1050-8406, E-ISSN 1532-7809, Vol. 22, no 1, p. 70-120Article in journal (Refereed) Published
    Abstract [en]

    A growing body of research has examined the experiential grounding of scientific thought and the role of experiential intuitive knowledge in science learning. Meanwhile, research in cognitive linguistics has identified many conceptual metaphors (CMs), metaphorical mappings between abstract concepts and experiential source domains, implicit in everyday and scientific language. However, the contributions of CMs to scientific understanding and reasoning are still not clear. This study explores the roles that CMs play in scientific problem-solving through a detailed analysis of two physical chemistry PhD students solving problems on entropy. We report evidence in support of three claims: a range of CMs are used in problem-solving enabling flexible, experiential construals of abstract scientific concepts; CMs are coordinated with one another and other resources supporting the alignment of qualitative and quantitative reasoning; use of CMs grounds abstract reasoning in a “narrative” discourse incorporating conceptions of paths, agents, and movement. We conclude that CMs should be added to the set of intuitive resources others have suggested contribute to expertise in science. This proposal is consistent with two assumptions: that cognition is embodiment and that internal cognitive structures and processes interact with semiotic systems. The implications of the findings for learning and instruction are discussed.

    Place, publisher, year, edition, pages
    Routledge, 2013
    National Category
    Didactics
    Identifiers
    urn:nbn:se:liu:diva-79910 (URN)10.1080/10508406.2012.691926 (DOI)000312584600005 ()
    Available from: 2012-08-15 Created: 2012-08-15 Last updated: 2017-12-07
  • 279.
    Jeppsson, Fredrik
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Naturvetenskap och teknik genom estetiska lärprocesser i förskolan2018Book (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.

  • 280.
    Jeppsson, Fredrik
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Frejd, Johanna
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Naturvetenskap och energi2018In: Naturvetenskap och teknik genom estetiska lärprocesser i förskolan, Stockholm: Natur och kultur, 2018, p. 83-97Chapter in book (Other academic)
  • 281.
    Jeppsson, Fredrik
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Hagerman, Frans
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Axell, Cecilia
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Frejd, Johanna
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Sultan, Ulrika
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Estetiska lärprocesser2018In: Naturvetenskap och teknik genom estetiska lärprocesser i förskolan, Stockholm: Natur och kultur, 2018, p. 26-38Chapter in book (Other academic)
  • 282.
    Jeppsson, Fredrik
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Hagerman, Frans
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Axell, Cecilia
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Frejd, Johanna
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Sultan, Ulrika
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    NO och teknik på lekfulla villkor2018In: Naturvetenskap och teknik genom estetiska lärprocesser i förskolan / [ed] Fredrik Jeppsson, Stockholm: Natur och kultur, 2018, p. 15-25Chapter in book (Other academic)
  • 283.
    Jeppsson, Fredrik
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Haglund, JesperLinköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Modeller, analogier och metaforer i naturvetenskapsundervisning2013Collection (editor) (Other academic)
    Abstract [sv]

    Elever kan bara lära sig nya saker genom att bygga på det de redan vet och sina tidigare erfarenheter. Detta är en viktig utgångspunkt i konstruktivismen. Samtidigt är naturvetenskapen ofta abstrakt till sin karaktär. Hur kan vi som lärare skapa miljöer och situationer i naturvetenskapsundervisningen där våra elever ges möjlighet att dra nytta av sina tidigare kunskaper och inne­boende resurser? Ett sätt att åstadkomma detta är att använda sig av modeller, analogier och metaforer i undervisningen.

    I denna antologi presenteras forskning och undervisningsexempel kring hur man kan använda modeller, analogier och metaforer, samt elevers egna representationer i undervisningen i fysik, kemi och biologi.

    Antologin vänder sig främst till blivande och verksamma lärare i ­naturvetenskap med fokus på grundskolans senare år och gymnasiet, samt lärarutbildningen i naturvetenskapliga ämnen och deras didaktik.

  • 284.
    Jeppsson, Fredrik
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Haglund, Jesper
    Karlstad universitet, Karlstad, Sweden.
    Sampublicering med studenter: ett sätt att stärka forskningsanknytningen i lärarutbildningen2019In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 9, no 1, p. 98-111Article in journal (Refereed)
    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.

  • 285.
    Jeppsson, Fredrik
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Haglund, Jesper
    Uppsala University, Sweden.
    Amin, Tamer G.
    Amer University of Beirut, Lebanon.
    Varying Use of Conceptual Metaphors across Levels of Expertise in Thermodynamics2015In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 37, no 5-6, p. 780-805Article in journal (Refereed)
    Abstract [en]

    Many studies have previously focused on how people with different levels of expertise solve physics problems. In early work, focus was on characterising differences between experts and novices and a key finding was the central role that propositionally expressed principles and laws play in expert, but not novice, problem-solving. A more recent line of research has focused on characterising continuity between experts and novices at the level of non-propositional knowledge structures and processes such as image-schemas, imagistic simulation and analogical reasoning. This study contributes to an emerging literature addressing the coordination of both propositional and non-propositional knowledge structures and processes in the development of expertise. Specifically, in this paper, we compare problem-solving across two levels of expertise-undergraduate students of chemistry and Ph.D. students in physical chemistry-identifying differences in how conceptual metaphors (CMs) are used (or not) to coordinate propositional and non-propositional knowledge structures in the context of solving problems on entropy. It is hypothesised that the acquisition of expertise involves learning to coordinate the use of CMs to interpret propositional (linguistic and mathematical) knowledge and apply it to specific problem situations. Moreover, we suggest that with increasing expertise, the use of CMs involves a greater degree of subjective engagement with physical entities and processes. Implications for research on learning and instructional practice are discussed.

  • 286.
    Jeppsson, Fredrik
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Haglund, Jesper
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Amin, Tamer
    Department of Education, Lebanese American University.
    Strömdahl, Helge
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Exploring the Use of Conceptual Metaphors in Solving Problems on Entropy2013In: The Journal of the learning sciences, ISSN 1050-8406, E-ISSN 1532-7809, Vol. 22, no 1, p. 70-120Article in journal (Refereed)
    Abstract [en]

    A growing body of research has examined the experiential grounding of scientific thought and the role of experiential intuitive knowledge in science learning. Meanwhile, research in cognitive linguistics has identified many conceptual metaphors (CMs), metaphorical mappings between abstract concepts and experiential source domains, implicit in everyday and scientific language. However, the contributions of CMs to scientific understanding and reasoning are still not clear. This study explores the roles that CMs play in scientific problem-solving through a detailed analysis of two physical chemistry PhD students solving problems on entropy. We report evidence in support of three claims: a range of CMs are used in problem-solving enabling flexible, experiential construals of abstract scientific concepts; CMs are coordinated with one another and other resources supporting the alignment of qualitative and quantitative reasoning; use of CMs grounds abstract reasoning in a “narrative” discourse incorporating conceptions of paths, agents, and movement. We conclude that CMs should be added to the set of intuitive resources others have suggested contribute to expertise in science. This proposal is consistent with two assumptions: that cognition is embodiment and that internal cognitive structures and processes interact with semiotic systems. The implications of the findings for learning and instruction are discussed.

  • 287.
    Jeppsson, Fredrik
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Haglund, Jesper
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Strömdahl, Helge
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Exploiting languages in teaching of entropy2011In: Journal of Baltic Science Education, ISSN 1648-3898, E-ISSN 2538-7138, Vol. 10, no 1, p. 27-35Article in journal (Refereed)
    Abstract [en]

    The words disorder, information, freedom and spreading are used as metaphors and analogies in science teaching to capture the scientific qualitative sense of entropy. In addition, the identification of entropy with the everyday conception of heat has been proposed. While physical sciences are regarded as exact disciplines, in which terms have precise definitions, the words being used in the qualitative interpretation of entropy have many senses. This may provide an obstacle to achieving a scientific understanding of entropy. In this study, the metaphors for entropy and seeing entropy as heat were analysed by use of the different entries for the words in a dictionary. The present paper is a contribution to highlighting the importance of making any metaphors and analogies and their benefits and limitations explicit.

  • 288.
    Jeppsson, Fredrik
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Netzell, Elisabeth
    Realgymnasiet, Norrköping, Sweden.
    Jesper, Haglund
    Uppsala university, Sweden.
    Schönborn, Konrad
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Visualising energy transformations in electric circuits with infrared cameras2017In: School Science Review, ISSN 0036-6811, Vol. 98, no 364, p. 19-22Article in journal (Other academic)
    Abstract [en]

    Increasingly affordable visualisation technology brings exciting opportunities for making the invisible appear visible. This can support the teaching and learning of many challenging physics concepts. Hand-held infrared (IR) cameras offer real-time instant visual feedback of temperature changes that correspond to energy transfer and transformations.

  • 289.
    Jeppsson, Fredrik
    et al.
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
    Strömdahl, Helge
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    COMPREHENSION OF TEMPERATURE WHEN SOLVING A THERMODYNAMIC TASK2010In: JOURNAL OF BALTIC SCIENCE EDUCATION, ISSN 1648-3898, Vol. 9, no 3, p. 224-236Article in journal (Refereed)
    Abstract [en]

    The present study focus the presence and role of deep qualitative conceptual knowledge of temperature among a group of ten individuals (n=10), academic well-educated and experienced in science, when solving a task about changes in temperature of a given thermodynamic system. The aim is to find out the variation of comprehension of temperature in the task solving process. Data is gathered by interviews based on the thinking aloud method. The interviews were video-recorded and verbatim transcribed. Transcriptions were analysed by using a two dimensional semiotic/semantic analysing schema (acronym 2-D SAS). The results revealed a broad variation in the comprehension of the term temperature in the given context. The three informants who produced correct answers structured the task by identifying the scientifically appropriate referent and sense of the term temperature according to the given context.

  • 290.
    Jidesjö, Anders
    et al.
    Linköping University, The Tema Institute, Department of Water and Environmental Studies. Linköping University, Faculty of Arts and Sciences.
    Oscarsson, Magnus
    Karlsson, Karl-Göran
    Strömdahl, Helge
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Science for all or science for some: What Swedish students want to learn about in secondary science and technology and their opinions on science lessons2009In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 5, no 2, p. 213-229Article in journal (Refereed)
    Abstract [en]

    This article presents Swedish results from ‘the Relevance of Science Education’ (ROSE) study, which is a large world wide comparative research project based at the University of Oslo. The Swedish sample consisted of 751 students, most of whom were 15 years old, from 29 schools and data were collected in spring 2003. Student opinions about science lessons are presented in relation to enrolment intentions for upper secondary school together with what they want to learn about in science and technology. The findings indicate that secondary science instruction seems to address only a minority of the students, those that have chosen science or technology in their further education. At the same time, all students have interest in science and technology and many seem most interested in some important issues in societal development. The results are discussed from the perspective of learners and contribute to the debate about establishing a scientific literacy approach in compulsory education.

  • 291.
    Karlsson, Ingrid
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Simonsson, Maria
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Gender sensitive pedagogy in Sweden. Preschool pedagogue's perspective2009In: NFPF,2009, Norge: Norge , 2009Conference paper (Refereed)
    Abstract [en]

     This paper addresses the in Sweden quite new phenomena "gender sensitive pedagogy" which can mainly be found in preschool. The study leans on feminist theory, specifically theory of the construction of gender in educational settings, power relations often maintained in school settings and sociological theory of childhood. Pedagogues in preschool and advisory "gender pedagogues" have been interviewed of their opinions on gender sensitive pedagogy, what it might be, what problems it would solve and how to learn to create this "gender sensitive pedagogy". This study is a part of a three-step research project of gender sensitive pedagogy in Sweden. The first study was directed towards in Sweden very popular and very much used books concerning how to work with this kind of pedagogy, the second was aiming to find preschool workgroups views on the matter and the last one studied "advisory gender pedagogues" that are teachers or preschool teachers that have got an additional training to help preschool and schools to work for equality and to apply gender sensitive pedagogy in their work. We have conducted focus group interviews. Four were carried out with preschool work groups and two with advisory teams. Three cities in mid Sweden have been the locations for the studies. The findings show that the pedagogues regard gender sensitive pedagogy as something that affect all levels of the preschool institutions for example organisation, interaction, activities and offers to the children. A lot of reflection and training for the preschool themes are required, aiming to construct "know how" in relation to -gender sensitive pedagogy-. Parents should also be involved in the upbringing of equal and gender sensitive new citizens according to the pedagogues-.

  • 292.
    Karlsson, Ingrid
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Szklarski, Andrzej
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Fruktbara sammanflätningar: om relationen teori och praktik i lärarutbildningen2013In: Lärares etik och professionella arbete: skolan som moralisk praktik : [en vänbok till Gunnel Colnerud] / [ed] Helene Elvstrand, Karin Forslund Frykedal, Marcus Samuelsson, Robert Thornberg, Linköping: Linköpings universitet, Institutionen för beteendevetenskap och lärande , 2013, p. 73-82Chapter in book (Other academic)
    Abstract [sv]

    Gunnel Colnerud, professor vid Institutionen för beteendevetenskap och lärande, vid Linköpings universitet har under den största delen av sitt yrkesverksamma liv varit engagerad i skolfrågor av olika slag. Ofta har fokus för hennes intresse och uppdrag legat i att förstå skolans vardagsliv och det komplexa uppdrag som läraryrket innebär. Gunnel fyller 67 år i januari 2015 och denna vänbok är en hyllning till henne från kollegor, både nationellt och internationellt, samt tidigare doktorander. Bidragen i antologin, Lärares etik och professionella arbete - skolan som moralisk praktik, är tänkt att spegla de områden som Gunnel i sin forskning varit engagerad i.

    Innan Gunnel påbörjade sin forskarutbildning i pedagogik var hon verksam som psykolog inom skolhälsovården. Denna erfarenhet av att ha mött barn och elevers utsatthet samt lärares ständiga arbete med att möta olika typer av förändringar och hantera en komplex yrkesroll är något som Gunnel burit med sig in i sin forskning, vilket inte minst syns i hennes outtröttliga engagemang i att vara en forskare som bidrar till skolans praktik.

    I mitten av nittiotalet Jade Gunnel fram sin avhandling som byggde på intervjuer med yrkesverksamma lärare och handlade om etiska dilemman lärare ställs inför i sitt yrkesutövande. Gunnel har allt sedan avhandlingsarbetet varit mycket engagerad i etiska frågor i relation till läraruppdraget och var en av de pådrivande krafterna i att tillsammans med Sveriges båda lärarförbund formulera gemensamma yrkesetiska principer, som kom att benämnas Lärares yrkesetik. I detta arbete gjorde Gunnel betydande insatser genom att problematisera yrkesetik som fenomen, medverka i otaliga utbildningsinsatser för lärare och lärarstudenter inom området och sist men inte minst bidra till att etablera yrkesetik som forskningsfält.

    Ett kännetecknande drag för Gunnels forskning har varit den starka viljan och övertygelsen om att forskning om skola behöver ske i relation till och med skolans praktik. Tillsammans med sin make och kollega professor Kjell Granström etablerade Gunnel en forskarmiljö med fokus på praxisnära forskning. Vi som är redaktörer för denna vänbok har alla haft förmånen att vara doktorander till Gunnel eller Kjell och fått möjlighet att växa som forskare i en forskarmiljö som präglats av kreativitet, engagemang och spännande diskussioner.

  • 293.
    Krejsler, John B.
    et al.
    Aarhus universitet.
    Olsson, Ulf
    Stockholms universitet.
    Peterson, Kenneth
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Becoming fit for transnational comparability: Exploring challenges in Danish and Swedish teacher education reforms2018In: Critical Analyses of Educational Reforms in an Era of Transnational Governance / [ed] Hultqvist, Elisabeth; Lindblad, Sverker & Popkewitz, Thomas S., Cham, Switzerland: Springer, 2018, 1:a uppl, p. 93-111Chapter in book (Other academic)
    Abstract [en]

    This chapter traces how national teacher education policy discourse in Denmark and Sweden is being transformed by opaque, albeit often inclusive, processes in transnational policy forums, such as the Bologna Process, OECD, and EU. This is facilitated by "soft law" surrounding the imagined needs of modern nations, if they are to succeed in "an increasingly competitive global race among knowledge economies." In the case of Bologna Process, the transformative effects are often rather direct. More often, however, effects touch upon national educational agendas in indirect ways, in terms of an emergin, overarching logic and governance technologies like comparisions, stocktaking, standards, performance indicators, benchmarking, and best practice. These transnational templates make national teacher education programs comparable. They are fueled by mutual peer pressure among competing nations. Consequently, Danish teacher education discource has emerged from a distinctly national vocational seminary (teacher training) tradition, into a modernized university college discource that increasingly fits the transnational templates of comparability, albeit at a slower pace than her Swedish neighbor. It is often difficult to notice the pervasive impact of transnational policy, as reforms of culturally sensitive school and teacher education areas are often discursively reinscribed in heated national debates. The EU and OECD are not popular figures to pull out in public political debates, in either Denmark or Sweden. The Bologna Process is largely unknown to the broader public. Theoretically, this chapter draws on post-Foucauldian governmentality studies. Empirically, it draws on discource analysis of European (EU), Danish and Swedish national documents, and literature on policy reform.

  • 294.
    Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Andra övergångar: Normalitet och avvikelse i övergången från förskoleklass till årskurs 12017In: Barns övergångar: Förskola, förskoleklass, fritidshem, grundsärskola och grundskola / [ed] Anne Lillvist, Jenny Wilder, Lund: Studentlitteratur AB, 2017, 1, p. 117-132-Chapter in book (Other academic)
    Abstract [sv]

    Detta kapitel handlar om övergången från förskoleklass till årskurs 1. Med utgångspunkt i ett fältarbete där en förskoleklass följdes under övergången till årskurs 1 studeras hur avvikande övergångar konstrueras i relation till normen och hur övergången förväntades gå till. I gruppen fanns ett antal barn som på olika sätt inte följde den kollektiva övergången. Dessa barn avvek genom att t.ex. börja skolan tidigt i förhållande till ålder, de hade gått om klasser eller blivit placerade i förskoleklass trots att de var äldre än sex år. Sådana övergångar benämns i kapitlet som ”andra övergångar”. Kapitlet fokuserar på hur sådana andra övergångserfarenheter är en del av den gemensamma övergången från förskoleklass till årskurs 1.

  • 295.
    Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Different transitions2014Conference paper (Other academic)
    Abstract [en]

    The aim is to understand the transition from preschool class to first grade with focus on children who can be said to deviate from the normal transition and how their transitions were constructed.

    The point of departure is to study how socializing activities contributes to this, and to show how children act and shape their own and each other’s everyday life.

    The analysis is based on theories about timetables (Roth 1963, Adam 1995). The school and the transition are understood as scheduled activities and individuals' transitions are analyzed in relation to norms of when activities “should” be carried out. Against this “proper time” (Zerubavel 1981, Holstein and Gubrium 2000) normality and deviance is created.

    The method used is ethnography. The material consists of participant observation and interviews from a case study of a group of children doing the transition. With this come ethical considerations due to the closeness of the method and research with children.

    The transition from preschool class to first grade can be described as a transition made together, where children do transition in the same way, at the same time. In the group there were several children that did not follow this normal transition; they deviated from this in several different ways. Such divergent/different experiences also contribute to how the common transition is understood.

    The understanding of children who deviate from the expected and normal is important to be able to approach all children in school based on their experiences.

  • 296.
    Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Different transitions: Timetable failures in the transition to school2017In: Children & society, ISSN 0951-0605, E-ISSN 1099-0860, Vol. 31, no 3, p. 243-252Article in journal (Refereed)
    Abstract [en]

    The aim of this article was to show how transitions are constructed, and to discuss different ways ofmaking the transition from the preschool class to first grade. The analysis is grounded in ethnographicfieldwork. Temporality is used to understand expectations about how transition should be made. Theresults reveal that some children made their transitions in ways that did not follow the expected timeta-ble. These transitions can be understood as timetable failures, and needed to be made sense of by bothchildren and teachers. These different transitions were an important part of the overall construction oftransition. ©

  • 297.
    Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    ”Mellanklass kan man kalla det”: Om tid och meningsskapande vid övergången från förskoleklass till årskurs ett2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of the thesis is to explore one of the first transitions that Swedish school children encounter and how children get to know and make sense of the school system. The point of departure is to study what activities are undertaken to mark the transition from preschool class to first grade and the meaning-making processes in which children are involved. Ethnographic data from two Swedish school settings are used in the study. The material contains participant observations and field notes from different school settings, as well as ethnographic interviews with the children. The transition is analysed using theoretical perspectives on time together with concepts such as rites of passage and socialization. The analyses show that the preschool class and first grade are marked as different in several ways during the transition process. The analysis also show that time is important for the meaning ascribed to the transition. Different aspects of time (past, present and future) are used to do and make sense of the transition. Talk about the future and activities pointing at the future are used to understand transition, but transition also strengthens the focus on the future. The transition from preschool class to first grade can be understood as a phase of separation, a liminal phase and a period of incorporation. But the preschool class itself can also be understood as a liminal phase, a time in between preschool and school. It was found that transitions constitute a collective process through which children do transition together. At the same time, transitions can be understood as multiple, as children deviate from a normal transition. Such deviant experiences further add to how a “normal” transition is understood. In socialization processes, meanings are constructed in interactions between children, teachers and school. Children’s orientation to the temporal order of school and their participation in socializing activities contribute to the construction of children as students, but also to the construction of school and transition.

  • 298.
    Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Place for transition: The importance of place in the construction of after-school care, preschool class and first grade2015Conference paper (Other academic)
    Abstract [en]

    Children attending the early years of school in Sweden are faced with three different types of school: Preschool class, after-school care and compulsory school. The aim of this paper is to analyse the use of place in the transitions between these types of schooling. The use of place in the transitions from preschool class and first grade to after-school care is studied using ethnographic methods, mainly participant observations. The meaning created is seen as situated, that is, dependent on place. The term place is used a fusion of place (the physical dimension of place) and space (the significance of place) (Cresswell 1996; Christensen 2003; Halldén 2007). The results demonstrate different ways in which place is used in everyday life to create meaning about the transition from preschool class and first grade to after-school care and that children and teachers assign different meanings to after-school care, preschool class, and first grade and that place plays an important part for this. When understanding school, place is of various importance for children and teachers. When teachers mainly use time to create similarity and difference, the children rather use place to create similarity and difference between school settings. The use of place in terms of spatial integration or spatial separation is central when activities and types of school are understood as similar or different by the children. The results show that place and the way after-school care, preschool class, and first grade is organized is important for the meanings assigned by the children.

  • 299.
    Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Time for transition: The use of future in the transition from preschool class to first grade2015In: International Journal of Transitions in Childhood, ISSN 1833-2390, Vol. 7, p. 26-34Article in journal (Refereed)
    Abstract [en]

    In this article the concept of future is used to create meaning about school transitions. Since education often focuses on what will be, it is important to understand the everyday use of future in educational settings. The use of future in the transition from preschool class to first grade was studied using ethnographic methods. The results demonstrate how children and teachers use future in everyday life, and how this usage can be seen as priming events in the construction of transition. Furthermore, the results show how orientation towards the future contributes to the construction of not only children as becoming, but also children as becoming in particular ways when the future interacts with other temporal aspects in the transition process.

  • 300.
    Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Visions de l’école chez jeunes enfants en Suède2017In: Recherches avec les jeunes enfants: perspectives internationales / [ed] Pascale Garnier, Sylvie Rayna, Bryssel: Peter Lang Publishing Group, 2017, p. 57-75Chapter in book (Refereed)
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