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  • 1.
    Claesson, Silwa
    et al.
    Institutionen för didaktik och pedagogisk profession, Göteborgs universitet, Göteborg, Sverige.
    Hallström, Henrik
    Sektionen för lärarutbildning, Högskolan i Halmstad, Halmstad, Sverige.
    Kardemark, Wilhelm
    Avdelningen för humaniora och genusvetenskap, Karlstads universitet, Karlstad, Sverige.
    Risenfors, Signild
    Institutionen för individ och samhälle, Högskolan väst, Trollhättan, Sverige.
    Ricoeurs kritiska hermeneutik vid empiriska studier2011In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 16, no 1, p. 18-35Article in journal (Refereed)
    Abstract [en]

    I artikeln lyfts frågan om tolkningens roll i pedagogisk och didaktisk forskning och specifikt prövas Paul Ricoeurs kritiska hermeneutik i vid empiriska studier. Ricoeurfilosofiska projekt handlar framför allt en kommunikation, där han bygger broar mellan det som kan förefalla vara motsägelsefulla ståndpunkter. I artikeln belyses några möjligheter som kan erbjudas forskare med empiriska data inom ramen för denna inriktning. Mer specifikt prövas här först möjligheten att använda begreppet tid så som Ricoeur framställer det, därefter tolkning där spän-ningsfält mellan att förklara och att förstå står i centrum samt, slutligen några frågeställningar runt transkription av inspelade dialoger. Artikelförfattarna kommer till slutsatsen att kritisk hermeneutik kan lämpa sig väl för praxisnära pedagogisk och didaktisk forskning och att det kritiska hermeneutiska förhållningssättet i många fall kan utgöra en god grund för förståelse och förklaring av fenomen i skolans komplexa och motsägelsefulla värld. Författarna menar också att kritisk hermeneutik öppnar för en reflektiv hållning i relation till empiriska data. Slutligen hävdas att tolkningsprocessen kan och bör uttryckas explicit vid empiriska studier.

  • 2. Order onlineBuy this publication >>
    Hallström, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    VISIONER OM FORMATIVA PRAKTIKER: Lärares och elevers levda erfarenheter av formativ bedömning och bedömningsmatriser i skolans fysikundervisning2023Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    In the wake of declining student performance and interest in science education, efforts to improve the quality of science teaching have intensified, including physics education. A recurring proposal to improve physics teaching is the use of formative assessment. Policy reforms tend to view the implementation of formative assessment as easy, but studies indicate that integrating these strategies into teachers’ practices can be challenging.  

    Using a phenomenological approach and hermeneutic reflections, the present study explores the opportunities and challenges that teachers’ and students’ experience when implementing formative assessments in the physics classroom. For example, teachers may encounter resistance from their students and colleagues with different expectations of physics teaching, limiting teachers’ opportunities to ‘break free’ from established traditions. However, the study also highlights opportunities for physics teachers to evolve by taking risks and embracing formative assessment as an overarching learning assessment approach.  

    Furthermore, the present study confirms the results of previous research indicating that students may see assessment rubrics in a positive light as their use can clarify teachers’ expectations and reduce uncertainty in this regard. However, the results of the present study also show that students may approach rubrics only as mechanical and strategic tools to obtain their desired grades, which risks conveying the message to students that physics knowledge is quantitative in nature. The students’ experiences also demonstrated that the use of rubrics could cause stress and anxiety, limiting the formative potential of rubrics. 

    The results of the study are discussed in relation to the support that teachers and students need in implementing formative assessment and rubric use, and they have implications for teachers’ assessment literacy, including their ability to implement formative assessments in relation to different purposes of physics teaching. One conclusion is that teachers’ and students’ lived experiences of formative assessment and rubric use need to be understood in relation to the wider context of their lifeworlds, which is marked by an increased focus on performance and results. This is crucial so that teachers and students would not be portrayed as the problems when investments in formative assessment do not meet expectations. 

    List of papers
    1. Problems in developing formative assessment: A physics teacher's lived experiences of putting the ideas into practice
    Open this publication in new window or tab >>Problems in developing formative assessment: A physics teacher's lived experiences of putting the ideas into practice
    2013 (English)In: Assessment Matters, ISSN 1176-7839, E-ISSN 2230-617X, Vol. 5, p. 116-142Article in journal (Refereed) Published
    Abstract [en]

    In Sweden, systematic reviews have prompted a strong government focus on implementing formative assessment in science and mathematics education. However, the intention behind this investment—to improve Sweden’s position in TIMSS and PISA—appears to overlook the difficulty of putting research into practice. The purpose of this study is to explore the problems associated with incorporating formative assessment into classroom work by focusing on the experiences of a physics teacher who participated in a local development project in an upper secondary school in Sweden. The case study is based on a phenomenological approach which emphasises collaboration between researcher and participant, and five different themes of lived experience are described as a result of joint interpretations: (1) resistance from the students; (2) stuck in formal teacher roles; (3) sacrifices to bring about change; (4) avoiding risks in the classroom; and (5) worries about the opinion of others. These lived-through dimensions deepen our understanding of the barriers which some teachers face and carry implications for the support they need. Finally, this article points out the challenge for the systematic review movement in Sweden, and elsewhere, to incorporate and communicate the different strands of research on formative assessment.

    Keywords
    Educational Sciences, Utbildningsvetenskap
    National Category
    Educational Sciences
    Identifiers
    urn:nbn:se:liu:diva-199021 (URN)
    Available from: 2023-11-07 Created: 2023-11-07 Last updated: 2023-11-07Bibliographically approved
    2. Ricoeurs kritiska hermeneutik vid empiriska studier
    Open this publication in new window or tab >>Ricoeurs kritiska hermeneutik vid empiriska studier
    2011 (English)In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 16, no 1, p. 18-35Article in journal (Refereed) Published
    Abstract [en]

    I artikeln lyfts frågan om tolkningens roll i pedagogisk och didaktisk forskning och specifikt prövas Paul Ricoeurs kritiska hermeneutik i vid empiriska studier. Ricoeurfilosofiska projekt handlar framför allt en kommunikation, där han bygger broar mellan det som kan förefalla vara motsägelsefulla ståndpunkter. I artikeln belyses några möjligheter som kan erbjudas forskare med empiriska data inom ramen för denna inriktning. Mer specifikt prövas här först möjligheten att använda begreppet tid så som Ricoeur framställer det, därefter tolkning där spän-ningsfält mellan att förklara och att förstå står i centrum samt, slutligen några frågeställningar runt transkription av inspelade dialoger. Artikelförfattarna kommer till slutsatsen att kritisk hermeneutik kan lämpa sig väl för praxisnära pedagogisk och didaktisk forskning och att det kritiska hermeneutiska förhållningssättet i många fall kan utgöra en god grund för förståelse och förklaring av fenomen i skolans komplexa och motsägelsefulla värld. Författarna menar också att kritisk hermeneutik öppnar för en reflektiv hållning i relation till empiriska data. Slutligen hävdas att tolkningsprocessen kan och bör uttryckas explicit vid empiriska studier.

    Keywords
    Ricoeur, critical, hermeneutics, emprical data, interpretation, Pedagogy, Pedagogik, Didactics, Didaktik
    National Category
    Pedagogy Didactics
    Identifiers
    urn:nbn:se:liu:diva-199022 (URN)
    Available from: 2023-11-07 Created: 2023-11-07 Last updated: 2023-11-07Bibliographically approved
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  • 3.
    Levinsson, Magnus
    et al.
    Faculty of Librarianship, Information, Education and IT, University of Borås, Borås, Sweden.
    Hallström, Henrik
    Swedish National Graduate School of Science, Mathematics and Technology Education Research (FontD), Linköping University, Linköping, Sweden.
    Claesson, Silwa
    Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Gothenburg, Sweden.
    Problems in developing formative assessment: A physics teacher's lived experiences of putting the ideas into practice2013In: Assessment Matters, ISSN 1176-7839, E-ISSN 2230-617X, Vol. 5, p. 116-142Article in journal (Refereed)
    Abstract [en]

    In Sweden, systematic reviews have prompted a strong government focus on implementing formative assessment in science and mathematics education. However, the intention behind this investment—to improve Sweden’s position in TIMSS and PISA—appears to overlook the difficulty of putting research into practice. The purpose of this study is to explore the problems associated with incorporating formative assessment into classroom work by focusing on the experiences of a physics teacher who participated in a local development project in an upper secondary school in Sweden. The case study is based on a phenomenological approach which emphasises collaboration between researcher and participant, and five different themes of lived experience are described as a result of joint interpretations: (1) resistance from the students; (2) stuck in formal teacher roles; (3) sacrifices to bring about change; (4) avoiding risks in the classroom; and (5) worries about the opinion of others. These lived-through dimensions deepen our understanding of the barriers which some teachers face and carry implications for the support they need. Finally, this article points out the challenge for the systematic review movement in Sweden, and elsewhere, to incorporate and communicate the different strands of research on formative assessment.

1 - 3 of 3
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