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  • 1.
    Alatalo, Tarja
    et al.
    Educational Work, School of Teacher Education, Dalarna University, Falun, Sweden.
    Norling, Martina
    Örebro University, School of Humanities, Education and Social Sciences. Education and Preschool Education.
    Magnusson, Maria
    Department of Education and Teachers’ Practice, Linnaeus University, Kalmar, Sweden.
    Tjäru, Sofie
    Faculty of Education and Welfare Studies, Åbo Akademi University, Turku, Finland.
    Hjetland, Hanne Næss
    Department of Early Childhood Education, Head of Studies, Oslo Metropolitan University, Oslo, Norway.
    Hofslundsengen, Hilde
    Education, Department of Language, Literature, Mathematics and Interpreting, Western Norway University of Applied Sciences, Sogndal, Norway.
    Read-aloud and writing practices in Nordic preschools2023In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed)
    Abstract [en]

    Preschool teachers' read-aloud and writing practices were investigated using a questionnaire about how activities were planned and organized, and what their purpose was. The results indicate that early literacy practices were not planned systematically. Most of the preschool teachers (77%) reported having storybook read-alouds at least three times per week. A large minority (45.5%) reported never or seldom using writing activities, and rarely in play. The main aims of read-alouds were to promote learning and development, create a sense of community, and regulate group activities. The main aims of writing practices were to learn about letters, understand the function of print, and arouse interest in writing. We discuss the implications of these findings in relation to a need for a didactic approach, where play is the core of early literacy practices.

  • 2.
    Albin, Skillmark
    Örebro University, School of Humanities, Education and Social Sciences.
    Diskursivt konstituerande av pojkars identitet som läsare och skrivare2011Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Huvudsyftet med studien är att undersöka fem svenskundervisande lärares språk- och talhandlingar avseende pojkars läs- och skriftspråkande. Studiens undersökningsfokus är således riktat mot på vilka sätt pojkars läs- och skriftspråkande uppfattas i lärares språk- och talhandlingar. Ambitionen har även varit att säga något om vilket literacyerfarande pojkar erbjuds inom svenskämnet.

    Teoretiskt förankras studien i två perspektiv, ett anglosaxiskt forskningsinriktat gällande literacy (Fast 2007) och ett diskursanalytiskt (Winther Jørgensen & Phillips 2000). Studiens ansats är kvalitativ och semistrukturerade intervjuer har genomförts (Kvale & Brinkmann 2009). Empirin har i sin tur analyserats genom ett diskursanalytiskt perspektiv (Winther Jørgensen & Phillips 2000).

    Utifrån studiens resultat presenteras en konstruktion av svenskämnet samt två konstruktioner som belyser hur pojkar positioneras som läs- och skriftspråkande individer; Konstituering av ämnet, ”Pojkar är pojkar” samt ”Pojkar har inte tid att läsa”.  Intervjustudiens resultat visar att pojkars läs- och skriftspråkande konstitueras som åtskilt från flickors, vilka i sin tur förväntas göra andra literacyerfarenheter. Pojkar uppfattas befinna sig på olika literacyarenor som medskapare av literacies utanför skolan. Att intressera pojkar för literacyaktiviteter inom svenskämnets undervisningspraktik ser de intervjuade lärarna som en pedagogisk utmaning. Till följd av detta tyder studiens resultat på att en stor del av ansvaret för vilka former av literacies och på vilka sätt pojkar blir literacyutövande individer i klassrumspraktiken förläggs till den enskilde skriftspråkande pojken.

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  • 3.
    Alfredsson, Erika
    Örebro University, School of Humanities, Education and Social Sciences.
    Programinriktad problemlösning i matematikundervisningen: en studie om uppfattningar hos elever på yrkesförberedande program2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sammanfattning

    Syftet med denna undersökning är att belysa elevers allmänna uppfattningar om matematik med särskilt fokus på programinriktad problemlösning. Jag redovisar även vad undervisning genom programinriktad problemlösning kan ha för effekter på de faktorer som påverkar elevernas motivation i ämnet. För att undersöka elevernas uppfattningar genomfördes halvstrukturerade kvalitativa intervjuer med sex gymnasieelever på yrkesförberedande program.

    I studiens bakgrund presenteras vad tidigare forskning visat om svenska elevers matematiska kompetens och motivation för att lära sig matematik. Jag tar även upp teorier om motivation och variation i undervisningen. Jag förklarar även vad jag avser med programinriktad problemlösning i matematik, förklaringen bygger på vad tidigare forskare definierar som matematisk problemlösning.

    Resultatet av studien baseras på tolkningarna av elevernas utsagor i intervjuerna. Tolkningarna har resulterat i uppfattningskategorier, dels om elevernas allmänna uppfattningar av matematik men också om elevernas uppfattningar om programinriktad problemlösning.

  • 4.
    Alnervik, Karin
    et al.
    Jönköping University, Jönköping, Sweden.
    Öhman, Charlotte
    Jönköping University, Jönköping, Sweden.
    Lidén, Eva
    Jönköping University, Jönköping, Sweden.
    Nilsson, Monica
    Jönköping University, Jönköping, Sweden.
    Barn och vårdnadshavares minnen av deltagande i pedagogisk dokumentation2018In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 17, no 1Article in journal (Refereed)
    Abstract [en]

    The purpose of the article is to contribute with knowledge of pedagogical documentation with a particular focus on the importance of documentation from a democracy perspective. While there are many studies of pedagogical documentation, few studies explicit examine this practice from the perspective of children and guardians. Analyses, based on focus group data of children ́s and guardian ́s conversations from memories of the children ́s time spent in preschool in relation to educational documentation work, are presented. Pedagogical documentation practice is shown to contribute to the creation of a community of practice at the preschool, which in turn enabled democratic education.

  • 5.
    Alsbjer, Tekla
    Örebro University, School of Humanities, Education and Social Sciences.
    Säljande information - Skolors sociosemiotiska strategier för marknadsföring på Instagram2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats syftar till att synliggöra olika typer av strategier som olika skolor använder sig av när de marknadsför sig på Instagram. Den syftar även till att undersöka hur dessa strategier används och vilken effekt det får för betraktaren. Analysen görs utifrån ett sociosemiotiskt teoretiskt ramverk och en multimodal textanalys. Slutsatserna visar på att det finns fem gemensamma strategier som används i skolornas marknadsföring och informationsspridning. Det visar även att effekten av dessa strategier kan resultera i önskningar och positiva känslor hos betraktaren.

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  • 6.
    Ammirato, Salvatore
    et al.
    Department of Mechanical, Energy and Management Engineering, University of Calabria, Rende CS, Italy.
    Aramo-Immonen, Heli
    Industrial Management and Engineering, Tampere University of Technology Pori Unit, Pori, Finland.
    Sofo, Francesco
    Toikka, Tarja
    Thinking about Geography: the Effect of Socio-Economic and Cultural Differences on Styles of Thinking2011In: Proceedings of 6th IFKAD 2011 International Forum on Knowledge Asset Dynamics, 15-17 June 2011, Tampere, Finland / [ed] Giovanni Schiuma, Antti Lonnqvist, JC Spender, Matera, Italy: Institute of Knowledge Asset Management , 2011, p. 1036-1045Conference paper (Refereed)
    Abstract [en]

    Purpose: This study follows a previous one based on a comparison of styles of thinking among university students from two Italian regions with substantial socio-economical and cultural differences (Sofo, Berzins, Colapinto & Ammirato, 2009). This paper explores whether university students at some European universities report markedly different thinking style preferences from each other. A sample of students from two universities of Western Finland were surveyed using the Thinking Style Inventory (TSI) (Sofo, 2008); statistical results have been analysed and compared with the data from the two Italian samples in the 2009 study.

    Design/methodology/approach: The TSI approach is useful to identifying differences in thinking styles. The paper explores possible connections between thinking style and established different economic and socio-cultural variables. The TSI measures preferences for stylistic aspects of intellectual functioning and is based on the theory of reality construction (Sofo, 2008) whereby people create their own realities through their ways of thinking. A sample of total 624 European university students from Italy and Finland was tested and compared. The fifty items on the TSI require respondents to assess their ways of thinking using a likert-scale. To verify reliability and consistency of the TSI instrument, reported data have been studied calculating the Cronbach alpha coefficient.

    Originality/value: This paper presents new results of a study which is the first of a kind in comparing thinking styles of students coming from three different EU regions. Over the past few decades, researchers have hypothesized that difference in socio-economic status impacts on thinking style. However our previous study (Sofo et al., 2009) affirms that other factors such as greater ease, freedom of mobility and the massive use of ICT can have a positive effect in mitigating difference in thinking style. This study offers a confirmation in the earlier study on a larger scale.

    Practical implications: A practical significance of this study is that if economic and socio-cultural differences impact on preferred ways of thinking and learning of university students, the impacts may very well be mediated through various methods such as pedagogy or ICT. Student learning capability is a factor of thinking style. Differences do exist among three EU regions located in northern Italy, southern Italy and in western Finland. It is suggested that supporting a range of student thinking styles through a greater diversity and sensitivity of teaching styles can mitigate any deleterious effects emanating from the differences. This result unveils the rising significance of additional possible mediating variables that may have emerged as increasingly significant within the new global order.

  • 7.
    Andersson, Erik
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Sundhäll, Marcus
    Örebro University, School of Science and Technology.
    Teledahl, Anna
    Örebro University, School of Science and Technology.
    Rudsberg, Karin
    Örebro University, School of Humanities, Education and Social Sciences.
    Kollegialt lärande för skol- och undervisningsförbättring: ett helhetsperspektiv2022 (ed. 1)Book (Other academic)
    Abstract [sv]

    Kollegialt lärande för skol- och undervisningsförbättring bygger på flera års praktiknära forskning och annan forskning inom skolutveckling, professionsutveckling och pedagogiskt ledarskap. Den erbjuder pedagogiska teorier, modeller och metoder för kollegialt lärande i ett helhetsperspektiv som stärker alla elever. I boken framträder kollegialt lärande både som ett arbetssätt och ett förhållningssätt, och du som läsare rustas med verktyg för att hantera det kollegiala lärandets möjligheter och utmaningar. Dessa verktyg är vetenskapligt förankrade. Kollegialt lärande för skol- och undervisningsförbättring vänder sig till lärarstudenter, lärare rektorer, kvalitetsutvecklare och skolchefer inom alla skolformer. Boken är lämplig som litteratur på rektorsprogrammet och för lärarutbildningens utbildningsvetenskapliga kärna, framför allt inom områdena utvärdering, utvecklingsarbete och pedagogiskt ledarskap.

  • 8.
    Andersson Eriksson, Lotten
    Örebro University, School of Humanities, Education and Social Sciences.
    Hur ser gymnasieelever på begreppet hälsa?: En jämförande studie kring hur begreppet hälsa behandlas, tolkas och innebär för gymnasieelever2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 9.
    Andersson, Magdalena
    et al.
    Örebro University, School of Science and Technology.
    Sundberg, Bodil
    Örebro University, School of Science and Technology.
    Language scaffolding and experience based learning as didactical tools in science for newly-arrived students - something for all students?2021Conference paper (Refereed)
    Abstract [en]

    The aim of this presentation is to contribute to the ongoing discussion of how to make secondary science education more inclusive, drawing on examples from a pilot study. The project was based on formative interventions where lower secondary science teachers and pedagogues from a local nature school together developed and tested science units based on language scaffolding and experience-based learning in introductory and regular classes. Data was collected through individual interviews of teachers and students, and questionnaires distributed after the science unit was completed. The results indicate that the collective activity where teachers and trained nature pedagogues together developed new forms of science teaching resulted in both the development of new innovative ways of inclusive teaching and a transformation of the teacher’s views of collaborative learning. The results also indicate that science teaching based on language scaffolding and experience based-learning may have a positive effect on outcomes for newly-arrived students as well as for student with the language of instruction as mother tongue. The results give implications for the possibilities for inclusive science teaching for newly-arrived students as well as contributing to the discussion about a more inclusive science education in general.

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    Language scaffolding and experience based learning as didactical tools in science for newly-arrived students - something for all students?
  • 10.
    Andersson, Magdalena
    et al.
    Örebro University, School of Science and Technology.
    Sundberg, Bodil
    Örebro University, School of Science and Technology.
    Ottander, Christina
    Umeå universitet.
    Förundrans roll för elevers meningsskapande om evolutionära processer2022Conference paper (Refereed)
    Abstract [sv]

    Filosofer såväl som forskare har länge hävdat att förundran är en nyckel till elevers intresse och engagemang i skolans NO-undervisning. Trots detta finns det i nuläget mycket få empiriska studier som beskriver lärares arbete med att ge plats för förundran i skolans NO-undervisning.

    Syftet med denna studie är att undersöka hur elevers förundran kan studeras i klassrumssituationer samt om, och hur, elevers uttryck för förundran kan kopplas till deras meningsskapande om ett planerat lärandemål.

    I studien har forskare och en NO-lärare (årskurs 7) samarbetat för att utforma evolutionsundervisning med plats för elevers förundran. Följande forskningsfrågor fokuseras:

    1. På vilka sätt kan lärare ge plats för förundran i samband med evolutionsundervisning?
    2. Hur påverkar undervisning, med plats för förundran, elevers möjligheter för meningsskapande om evolutionära processer och begrepp kopplade till dessa?

    Empirin består av 45 individuella skriftliga elevreflektioner och transkriberade ljudinspelningar från 6 parvisa elevintervjuer. Elevernas reflektioner analyserades i två steg. Steg ett fokuserade på hur eleverna uttryckte förundran i relation till frågan Vad brukar du förundras över? Steg två på vad de förundrats över i evolutionsundervisningen. Elevintervjuerna analyserades med fokus på elevernas meningsskapande om evolutionära processer.

    Resultaten visar att eleverna ger uttryck för förundran kopplat till variation, mångfald, evolutionära tidsaspekter och samspel mellan organismer och livsmiljö. Elevernas förundran skiljer sig kvalitativt inom ett spänningsfält mellan nyfikenhetsbaserad förundran och kontemplativ förundran. Samtidigt visar elevintervjuerna att eleverna fortfarande, efter sex veckor av undervisning, kämpar med att integrera vetenskapliga begrepp från evolutionsteorin med sitt eget meningsskapande om processerna.

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    Abstrakt
  • 11.
    Anmark, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    1:1 skolans balansgång mellan att lyckas och misslyckas: Fyra lärares erfarenheter och åsikter från ett 1:1 projekt2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 12.
    Areljung, Sofie
    et al.
    Department of Applied Educational Science, Umeå University, Umeå, Sweden.
    Skoog, Marianne
    Örebro University, School of Humanities, Education and Social Sciences.
    Sundberg, Bodil
    Örebro University, School of Science and Technology.
    Teaching for Emergent Disciplinary Drawing in Science? Comparing Teachers' and Children's Ways of Representing Science Content in Early Childhood Classrooms2022In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 52, no 3, p. 909-926Article in journal (Refereed)
    Abstract [en]

    This classroom-based study aims to contribute knowledge about children's opportunities to make use of drawing to make meaning in science. Employing a social semiotic approach to drawing, we examine what ways of representing science content that are (1) made available by the teacher and (2) adopted in children's drawings. We analysed observation data from 11 science lessons in early childhood classrooms (children aged 3 to 8 years), including the drawings that children made during those lessons (129 drawings in total). Our findings suggest that the semiotic resources that teachers provide have a large impact on how children represent science content in their drawings. Moreover, we interpret that teachers strive to support children's 'emergent disciplinary drawing' in science, since they predominantly provided semiotic resources where the science content was generalised and decontextualised. Finally, we propose that 'emergent disciplinary drawing' is incorporated as an element of science pedagogy in ECE practice and ECE teacher education.

  • 13.
    Areljung, Sofie
    et al.
    Umeå University, Umeå, Sweden.
    Sundberg, Bodil
    Örebro University, School of Science and Technology.
    Potential for multi-dimensional teaching for 'emergent scientific literacy' in pre-school practice2018In: Journal of Emergent Science, E-ISSN 2046-4754, Vol. 15, p. 20-27Article in journal (Refereed)
    Abstract [en]

    How can pre-school teachers form science teaching in a landscape of increasing focus on academically oriented learning outcomes, without losing the unique character of pre-school pedagogies? Seeking to contribute to the discussion of what pre-school science can be, we have analysed data from activities in fourteen Swedish pre-schools (for children aged 1-5 years), to examine if and how multi-dimensional teaching may be combined with teaching for scientific literacy. The overall picture is that elements of ‘emergent scientific literacy' can be combined with a wide range of teaching dimensions, such as empathy, fantasy and storytelling. These results contribute important perspectives to what pre-school science can be and how it can be researched in a way that is suitable for the preschool’s conditions. We suggest our analytical questions, and the dimensions displayed in our results, as a tool for teachers who plan or evaluate science teaching in the early years.

  • 14.
    Arensmeier, Cecilia
    Örebro University, School of Humanities, Education and Social Sciences.
    Swedish students’ conceptual knowledge about civics and citizenship: An interview study2015In: Citizenship Teaching and Learning, ISSN 1751-1917, E-ISSN 1751-1925, Vol. 11, no 1, p. 9-28Article in journal (Refereed)
    Abstract [en]

    The background for this study is a model for civics knowledge and teaching that distinguishes conceptual knowledge, ability to identify social and political issues, and civic literacy. The study itself investigates challenges in civics teaching by focusing on students’ difficulties understanding the subject matter. In a think aloud interview, some of the most difficult questions from the IEA International Civic and Citizenship Education Study were presented to 29 eighth-grade students in a municipality fairly representative of average Swedish conditions. There were shortcomings in their conceptual knowledge and also in their understanding of social and democratic principles, highlighting the importance of reading skills for civic ability. The article suggests strategic work with conceptual learning and for civic teaching to include an explicit focus on reading comprehension. It suggests that the ability to reflect on complex civic issues is benefited by asking questions and discussing social and political principles from different perspectives.

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  • 15.
    Attås, Daniel
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Trulsson, Linus
    Örebro University, School of Humanities, Education and Social Sciences.
    ”En väl utarbetad matematikbok, det ska eleverna ha!”: En studie av gymnasielärares användande av läroböcker i matematikundervisningen2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Aktuell forskning kring den matematikundervisning som bedrivs i dagens gymnasieskola visar på stora brister och ett behov av förändring (Skolinspektionen 2010). Ett problem som påtalas starkt är den läroboksbaserade mekaniska räkning som forskningen visar att undervisningen i matematik i huvudsak består av (Johansson 2006, Kling Sackerud 2009, Lundin 2008). Enligt forskningen skulle elever därigenom missa att reflektera över vad de gör och koppla det till verkligheten. Den här studien syftar därför till att undersöka några gymnasielärares synsätt gällande lärobokens roll i matematikundervisningen, på vilket sätt läroboken används, vad som avgör valet av bok samt vilka för- och nackdelar lärarna ser med läroböcker. För att uppfylla studiens syfte har kvalitativa intervjuer genomförts. Fyra gymnasielärare i matematik med olika antal år i yrket har intervjuats. Resultatet visar att läroboken har en central plats i såväl planeringen som i genomförandet av undervisningen, även om omfattningen skiljer sig åt mellan lärarna. Läroboken visar sig vara ett stöd för lärarna, i första hand eftersom det finns många olika räkneuppgifter att använda. Valet av lärobok är inte heller något som bekymrar lärarna, utan de tar istället den bok som finns i bokhyllan. Fördelar som nämns med läroboken är att den skapar struktur och trygghet för eleverna samt hjälper lärarna att tolka kursplanen. Nackdelarna är att eleverna kan få för sig att boken är kursen och att de inte lär sig tänka matematiskt. Resultatet stämmer å ena sidan väl överens med forskningen angående lärobokens roll. Å andra sida nämner lärarna fler fördelar med att använda lärobok än vad forskningen gör.

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    FULLTEXT01
  • 16.
    Axelsson, Magnus
    et al.
    Örebro University, Department of Education.
    Gustafsson, Caroline
    Örebro University, Department of Education.
    Lärares arbete med positiv självbild i idrott och hälsa2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Då läroplanen för det obligatoriska skolväsendet, Lpo 94, infördes fick hälsa en allt mer framträdande roll i kursplanen för ämnet idrott och hälsa. Synen på hälsa ska innefatta en helhetssyn på människan där fysiska, psykiska och sociala faktorer spelar in i utvecklandet av en god hälsa, även benämnt som ett salutogent perspektiv på hälsa. Detta perspektiv på hälsa blir synligt i det första strävansmålet där det står att; ”skolan skall i sin undervisning i idrott och hälsa sträva efter att eleven utvecklar sin fysiska, psykiska och sociala förmåga samt utvecklar en positiv självbild”. Sambandet mellan en positiv självbild och en god hälsa är tydligt och syftet med denna studie är att utifrån ett didaktiskt perspektiv belysa lärares arbete med att eleven under lektionerna i idrott och hälsa utvecklar en positiv självbild.

    Studien består av fem kvalitativa intervjuer med lärare i idrott och hälsa som är verksamma i åk 7-9. Av den analys och bearbetning som gjordes av det insamlade materialet framkom att det finns en tydlig medvetenhet bland lärarna i idrott och hälsa om och kring positiv självbild, samt betydelsen av denna. Däremot framträder en viss variation bland lärarna beträffande vilken innebörd de ger begreppet positiv självbild, vilken utgångspunkt det har samt vilket innehåll de väljer och hur de arbetar för att en positiv självbild skall utvecklas hos eleverna.

  • 17.
    Backman, E.
    et al.
    School of Education, Health and Social Sciences, Dalarna University, Falun, Sweden.
    Barker, Dean
    Örebro University, School of Health Sciences.
    Re-thinking pedagogical content knowledge for physical education teachers: implications for physical education teacher education2020In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 25, no 5, p. 451-463Article in journal (Refereed)
    Abstract [en]

    Background: In this conceptual paper, we contribute to the discussion of pedagogical content knowledge (PCK) in physical education and physical education teacher education (PETE). There are two main limitations in the work inspired by Shulman’s [1987. “Knowledge and Teaching: Foundations of the New Reform.” Harvard Educational Review 57 (1): 1–21] concepts content knowledge (CK) and PCK. First, CK is exclusively interpreted as knowledge in and about movement, and excludes knowledge through movement. Second, contemporary understandings of CK and PCK have been mainly from a behaviour analytic perspective. By only adopting a behavioural perspective of CK, i.e. a perspective which aims to change students’ behaviours without necessarily changing knowledge or understanding, pre-service teachers are unlikely to reflect on context and culture or how these affect the students with whom they will work.

    Purpose: The purpose of this paper is to add a new perspective to the contemporary discussion of PCK in physical education and PETE through elaborating on how PCK could be conceptualised ‘phronetically’. We believe that contextual and situational foci of a phronetic approach constitute an important dimension of teacher knowledge, and that this dimension is not captured or made visible by behaviour analytic discourse of PCK in movement cultures.

    Method: For the conceptual task of expanding our understanding of PCK, we have been inspired by Thomas [2007. Education and Theory: Strangers in Paradigms. Berkshire: McGraw Hill], Shoemaker, Tankard, and Lasorsa [2004. How to Build Social Science Theories. Thousand Oaks, CA: Sage], and Whetten [1989. “What Constitutes a Theoretical Contribution?” Journal Academy of Management Review 14 (4): 490–495] and their ideas of building theory through borrowing, reflective thinking, and metaphors.

    Results: We outline four major assumptions made about PCK in the behaviour analytic research on physical education and PETE: 1. Physical education teachers must know how to perform activities with the correct technique, know the tactics and have knowledge about rules and etiquette; 2. Physical education teachers must know how to detect errors and design task progressions. 3. Physical education teachers must know how to select and modify appropriate tasks as well as give feedback. 4. Physical education teachers’ level of CK and PCK can be quantitatively measured.

    Conclusions: From a phronetic perspective, we suggest that PCK could also involve: contextual characteristics for ‘new’ and integrative movement cultures; interpretation of students’ actions; identification and action on diversity during physical education teaching; development of a sensitivity for morally ‘right’ actions; and management of uncertainty involved in physical education teaching.

  • 18.
    Backman, Erik
    et al.
    School of Education, Health and Social Sciences, Dalarna University, Falun, Sweden.
    Barker, Dean
    Örebro University, School of Health Sciences.
    Continuing the Conversation with Ward et al. (2022): Some Thoughts on Different Approaches to Epistemologically Grounded Questions2022In: Quest (National Association for Physical Education in Higher Education), ISSN 0033-6297, E-ISSN 1543-2750, Vol. 74, no 4, p. 335-338Article in journal (Refereed)
    Abstract [en]

    This paper is a comment to Ward et al. (2020) on the irresponse to a previous paper in which we elaborate on a phronetic perspective on pedagogical content knowledge (PCK) in physical education. In our previous paper, we point to what we see as limitations in PCK-work in physical education. In their response, Ward et al. (2022) argue that we have misrepresented their research as well as the behaviorist epistemology. In this comment, we acknowledge distinctions in PCK-research that were not captured in our original paper. We also argue for why our understanding of the PCK-research was based on interpretations rather than a case of misrepresentation. Further, we argue for the constant acknowledgment of ideology in research. Finally, we discuss the need for clarity regarding the meaning of performance when viewed as content knowledge.

  • 19.
    Bagerius, Henric
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Dahl, Izabela A.
    Örebro University, School of Humanities, Education and Social Sciences.
    Engren, Jimmy
    Örebro University, School of Humanities, Education and Social Sciences.
    My Historical Backpack2023In: The history teacher, ISSN 0018-2745, E-ISSN 1945-2292, Vol. 56, no 2, p. 209-231Article in journal (Refereed)
  • 20.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Literacies som handling: den språkande människan och praktikgemenskaper2013In: Literacy-praktiker i och utanför skolan / [ed] Sangeeta Bagga-Gupta, Caroline Liberg, Ann-Carita Evaldsson & Roger Säljö, Malmö: Gleerups Utbildning AB, 2013Chapter in book (Other academic)
  • 21.
    Bagger, Anette
    Umeå University, Umeå, Sweden.
    Den flerspråkiga elevens nationella provdeltagande i matematik: diskursiva förutsättningar2017In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, no 2, p. 95-111Article in journal (Refereed)
    Abstract [en]

    Multilingual students’ participation in national tests in mathematics – discursive prerequisites. This article explores discursive prerequisites in test-taking for second language learners with other mother tongues than Swedish. Four students were interviewed in 2016 during their final year of compulsory school. The results imply that multilingual students are positioned as disadvantaged within testing. This phenomenon is mainly situated in a competitive discourse with several subordinated discourses that further position the students: A discourse of justice positioned the students as being sorted or left behind, a discourse of handling the assessment positioned the students as caretakers and a discourse of future challenges positioned the students as struggling while learning, being capable to learn or facing positive challenges. The results imply that national testing is a personal and relational experience and gives rise to issues of legitimacy and equality. These issues should be considered in policy-making, the construction and the carrying out of tests as well as in the conclusions which are based on the results on individual, group and organisational levels.

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    Den flerspråkiga elevens nationella provdeltagande i matematik - diskursiva förutsättningar
  • 22.
    Bagger, Anette
    Department of science and mathematics education, Umeå University, Umeå, Sweden.
    "It is only a test": social aspects of displaying knowledge in mathematics for second language learners2017In: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education / [ed] Dooley, T., & Gueudet, G., Dublin: Institute of Education, Dublin City University , 2017, p. 1433-1440Conference paper (Refereed)
    Abstract [en]

    This article discusses social dimensions connected to assessment in mathematics for second language learners in Sweden. The data consist of two semi-structured interviews with students in the ninth grade of compulsory school. Foucault’s thinking on discourse and positioning was advocated as a frame for analysis. The units for analysis were students’ statements about caring and the other in connection to the display of knowledge in mathematics. Results show that caring of and for others are important resources in managing assessment and believing in the future.

  • 23.
    Bagger, Anette
    Örebro University, School of Humanities, Education and Social Sciences.
    Provgivande med flerspråkiga provdeltagare: Styrningen av nationella prov i matematik2022In: Matematikundervisningens sociopolitiska utmaningar / [ed] Paola Valero; Lisa Björklund Boistrup; Iben Maj Christiansen; Eva Norén, Stockholm: Stockholm University Press, 2022, p. 101-128Chapter in book (Refereed)
    Abstract [sv]

    Instruktionerna om genomförandet av det nationella provet i matematik innehåller bland annat beskrivningar av hur genomförandet bör gå till, anpassningar göras och elever bemötas. Här ingår elever med annat modersmål än svenska. Instruktionerna förstås i detta kapitel som ett av många styrande dokument vad gäller lärares roll som provgivare. De förstås vidare som en följd av vad som är historiskt, socialt, samhälleligt, politiskt och kulturellt möjligt eller eftersträvansvärt i en nationell provsituation. Mer precist har detta kapitel utforskat framskrivningen av eleven med annat modersmål än svenska under en femårsperiod och för skolår tre, sex och nio. Resultatet har satts i relation till förändringar i svensk skola under samma period. Eleven framträder som en missgynnad provdeltagare framför allt beroende på brister i bedömningsspråket, vilket medför att den riskerar att stå utanför kunskapsbedömningen. Hur detta kommer till uttryck förändrades över femårsperioden och skillnader finns mellan årskurserna.

  • 24.
    Bagger, Anette
    Department of science and mathematics education, Umeå University, Umeå, Sweden.
    Quality and equity in the era of national testing: the case of Sweden2017In: World yearbook of education 2017: assessment inequalities / [ed] Julie Allan, Alfredo J. Artiles, London: Routledge , 2017, p. 68-88Chapter in book (Refereed)
    Abstract [en]

    This work considers quality and equity in mathematics education and addresses how discursive circumstances on national tests position students, particularly those in need of special support, at both the individual and group levels. Research on equity and quality in mathematics education often focuses on policy and the big picture, school governance, or personal stories. By contrast, the purpose of this text is to connect those perspectives, chiefly by exploring contradictions and connections as shown in discourses on equity and quality in Sweden. Sweden presents an interesting case given the tension between education’s goal to promote social justice by providing ‘high and equal education for all’ and the neoliberal governance of schools where students’ choice of school is central (Lundahl 2016). Finally, I offer some conclusions regarding equity in quality and quality in equity as those relationships inform national tests, as well as discussing challenges and possibilities that lie ahead.

  • 25.
    Bagger, Anette
    Department of science and mathematics education, Umeå University, Umeå, Sweden.
    The discourse regarding the multilingual student in need of support in test-instructions2017In: ICT in mathematics education: the future and the realities : proceedings of MADIF 10 : the tenth research seminar of the Swedish society for research in mathematics education, Karlstad, January 26-27, 2016, Göteborg: Svensk förening för matematikdidaktisk forskning (SMDF) , 2017, p. 151-Conference paper (Refereed)
  • 26.
    Bagger, Anette
    et al.
    Department of Science and Mathematics Education, Umeå University, Umeå, Sweden.
    Björklund Boistrup, Lisa
    Department of Mathematics and Science Education, Stockholm University, Sweden.
    Norén, Eva
    Department of Mathematics and Science Education, Stockholm University, Sweden.
    The governing of three researchers' technologies of the self2018In: The Mathematics Enthusiast, E-ISSN 1551-3440, Vol. 15, no 1-2, p. 278-302, article id 15Article in journal (Refereed)
    Abstract [en]

    This article sheds light on a number of discursive conditions relating to being researchers in mathematics education and with an interest in diversity. The data derived from a self-reflective trialogue (dialogue of three people) between the three authors, three researchers. Two of Foucault’s governing technologies were adopted: technologies of power and technologies of the self. By exploring regularities between these in our trialogue we construed formations of governing technologies in relation to subjectification and subjectivation. We uncovered five formations: “Tensions between mathematics education (ME) researchers from different traditions through processes of normalization and othering”, “Limiting space between ME researchers within the socio- political through dismissal of knowledge”, “The socio-political tradition of a need for theory connects theory and ME researcher's’ self-cultivation”, “The researchers’ processes of self-cultivation connect theory and compassionate research practices”. and “Research on policy statements as resistance towards technologies of domination in society”. 

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    The governing of three researchers’ technologies of the self
  • 27.
    Bagger, Anette
    et al.
    Department of science and mathematics education, Umeå University, Umeå, Sweden.
    Roos, Helena
    Linnaeus University, Växjö, Sweden.
    How Research Conceptualises the Student in Need of Special Education in Mathematics2015In: Development of Mathematics Teaching: Design, Scale, Effects. Proceeding of MADIF 9. The Ninth Swedish Mathematics Education Research Seminar Umeå February 4-5, 2014 / [ed] O. Helenius, A. Engström, T. Meaney, P. Nilsson, E. Norén, J. Sayers, M. Österholm, Linköping: Svensk förening för MatematikDidaktisk Forskning - SMDF , 2015, p. 27-36Conference paper (Refereed)
    Abstract [en]

    The focus of this paper is the conceptualisation of students in special educational needs in mathematics (SEM students) in the research fields of mathematics and special education. A difference between fields regarding the perspectives taken on the SEM student is obvious in the reviewed articles. Those in the special educational field were individual oriented in their view of the difficulties, whilst reviewed articles from the field of mathematics education more often discuss socio-cultural settings. The content in the selected 28 articles reveals that the overall conceptualisation of SEM student has to do with the social construct of the SEM student, as well as with students’ experiences, affects, and prerequisites; with the specific training methods or interventions applied; with special areas in the subject of mathematics; with special groups of students; and with teachers’ knowledge about all these factors.

  • 28.
    Barker, Dean
    et al.
    Department of Food and Nutrition, and Sport Science, University of Gothenburg, Gothenburg, Sweden.
    Annerstedt, Claes
    Department of Food and Nutrition, and Sport Science, University of Gothenburg, Gothenburg, Sweden.
    Managing physical education lessons: An interactional approach2016In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 21, no 6, p. 924-944Article in journal (Refereed)
    Abstract [en]

    Physical education (PE) lessons involve complex and dynamic interactive sequences between students, equipment and teacher. The potential for unexpected and/or unintended events is relatively large, a point reflected in an increasing amount of scholarship dealing with classroom management (CM). This scholarship further suggests that unexpected and disruptive events negatively impact on learning and can have deleterious effects on teacher health. Despite considerable potential for these kinds of events, many PE lessons occur in structured, organized ways. The broad purpose of this paper is to consider how classroom action becomes ordered in PE contexts. To this end, an interactional approach is put forward including the specific analytic concepts of directives, epistemic authority and deontic authority. To exemplify the approach, the micro-dynamics of a situation in which a group of students are building a human pyramid is examined. The examination draws attention to: how the teacher engages in a series of interactions with the students to move the sequence forward; how the students themselves achieve order through their interactions with one another; and how the characteristics of the activity help to organize the students' behaviors and limit possibilities for action. The discussion is located against a backdrop of current CM scholarship. Reference is also made to two aspects of social context: the increasing prominence of managerial discourse in educational arenas and the significance of student-centeredness in pedagogical theory. Both aspects appear to influence how order can be achieved in PE today. The analysis raises issues related to pedagogy, management and authority which are addressed in the final two sections of the paper.

  • 29.
    Bergdahl, Junia Bergdahl
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Nilsson, Lone
    Örebro University, School of Humanities, Education and Social Sciences.
    Skolan tenderar att segregera: – En studie om sent anlända elevers upplevelser av skolmottagande2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 30.
    Bergfalk, Malin
    Örebro University, School of Humanities, Education and Social Sciences.
    Att främja läsförståelse: Lärares didaktiska strategier vid användandet av läsförståelsestrategier2017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna systematiska litteraturstudie är att undersöka vilka didaktiska strategier som forskning påvisar främjar elevers läsförståelse vid användandet av läsförståelsestrategier. Studier som ligger till grund för denna undersökning är sex artiklar och en avhandling, vilka har analyserats utifrån den sociokulturella språksynen för inläsning av läsförståelse. Forskningsresultatet visar att de didaktiska strategier som var avgörande för elevernas användning av läsförståelsestrategier var att; modellera för användandet av läsförståelsestrategier, ge feedback till eleverna, uppmana och uppmärksamma för eleverna i användandet av läsförståelsestrategier samt att ställa frågor om elevernas läsning.

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  • 31.
    Bergman-Ärlebäck, Jonas
    et al.
    Linköping University, Linköping, Sweden.
    Blomberg, Per
    Linnaeus University, Växjö, Sweden.
    Nilsson, Per
    Örebro University, School of Science and Technology. Linnaeus University, Växjö, Sweden.
    An instructional design perspective on data-modelling for learning statistics and modelling2015In: Development of mathematics teaching: Design, Scale, Effects: Proceedings of MADIF 9, The Ninth mathematics Education Research Seminar / [ed] Ola Helenius, Arne Engström, Tasmin Meaney, Per Nilsson, Eva Norén, Judy Sayers, Magnus Österholm, Svensk Förening för Matematisk Didaktisk Forskning (SMDF) , 2015, p. 37-46Conference paper (Refereed)
    Abstract [en]

    This theoretical and methodological paper discusses the emerging theoretical framing and methodological considerations in our efforts to develop a theoretical approach supporting instructional design for teaching and learning statistics and mathematical modelling. From an instructional design point of view aligned with the goals in governing curricula documents and real classroom constraints, we argue for the integration of the models and modelling perspective on teaching and learning mathematics with a data-modelling approach to facilitate students’ learning statistics and mathematical modelling. An application of the framework is given and future research discussed.

  • 32.
    Bergström, Richard
    Örebro University, Department of Education.
    Islamofobiska tendenser i läroböcker: En syftesrelaterad textanalys av två läroböcker i religionskunskap för gymnasieskolan2007Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna uppsats är att undersöka huruvida tesen att läroböcker i ämnet religion i olika hög grad bär på islamofobiska tendenser stämmer. Frågan som författaren söker att besvara är: hur tar sig islamofobiska tendenser uttryck i läroböcker i ämnet religion på gymnasienivå? Den metod som används är syftesrelaterad textanalys, viket innebär att syftet styr analysen. Den analysmodell som används möjliggör analyserandet av förekomsten av islamofobiska tendenser. Vidare används analysmodellen för kartläggandet av öppna och stängda attityder gentemot islam och muslimer i de undersökta läroböckerna. Öppna attityder diskuterar islam utifrån samma förutsättningar som andra fenomen, medan stängda är fördomsfulla, negativa och stereotypa. Den vetenskapliga förankringen behandlar forskning rörande det mångkulturella samhället, orientalism och postkolonialism, islamofobi, stereotyper och även forskning om läroböcker, dess betydelse och deras framställning av islam och muslimer. Denna forskning påvisar att det i det svenska samhället finns en överdriven rädsla för islam och muslimer. Detta kallas för islamofobi. Grunden till denna rädsla förklaras i den orientalistiska diskursen. Huvudtesen är att kolonialmakter under historien skapat ett vi- och dem- perspektiv, där de andra är västvärldens antagonister. Det är genom att beskriva folk från orienten som barbariska, primitiva och underlägsna, som folket i väst kan förklara sig själva som intelligenta, civiliserade och överlägsna. Den stereotyp som existerar gällande islam och muslimer presenteras i massmedia och läroböcker. Bilden är oftast negativ även om den under senare tid blivit mer positiv än tidigare. Genom analysen av de två läroböckerna kan denna utveckling bekräftas då den äldre av de två böcker var den som bar på islamofobiska tendenser. Den tes som var utgångspunkten i detta arbete var mer svårbesvarad än vad jag trott. Eftersom endast en lärobok bar på stängda attityder kan ingen slutsats dras annat än att läroböcker kan bära på islamofobiska tendenser. Men med tanke på att den yngre läroboken endast bar på öppna attityder står tesen obekräftad. Det som dock måste lyftas fram är att även om det endast är ett fåtal böcker som idag bär på stängda attityder så är det illa nog. Dessa böcker kan av elever ses som bärare av kunskap vilket kan generera i negativa attityder gentemot islam och muslimer. Skolan är en arena där sådana attityder skall och kan motarbetas.

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  • 33.
    Bergwall, Andreas
    Örebro University, School of Science and Technology.
    On a generality framework for proving tasks2015In: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education / [ed] Konrad Krainer; Nada Vondrova, Prague: Charles University in Prague, Faculty of Education and ERME , 2015, p. 86-92Conference paper (Refereed)
    Abstract [en]

    In this paper I present an analytic framework for generality in textbook proving tasks that involve functions. The framework is discussed in relation to results obtained when analysing tasks in integral calculus. The results show that the frameworks’ categories are easily distinguishable if the functions are explicitly described. The results are also promising regarding the possibility to clarify differences between textbooks. The analysed sections exemplify that there is not necessarily a correlation between the number of general proving tasks and the opportunities for students to engage in reasoning about arbitrary functions. Limitations and possible refinements of the framework are also discussed.

  • 34.
    Bergwall, Andreas
    Örebro University, School of Science and Technology.
    Proof-related reasoning in upper secondary mathematics textbooks: Characteristics, comparisons, and conceptualizations2021Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Proofs and proving are difficult to learn and difficult to teach. A common problem is that many students use specific examples as evidence for general statements. Difficulties with proofs are also part of the transition problems that exist between secondary and tertiary schooling in mathematics. As mathematics teaching often follows a textbook, the design of textbooks has been pointed out as one possible cause of the problems, and international textbook research suggests that proofs often have only a marginal place in textbooks.

    This thesis focuses on proofs and proving in upper secondary mathematics textbooks. It also addresses theoretical and methodological questions about what marks an opportunity to develop proving competence, and which properties of such opportunities are relevant to investigate and characterize. The thesis is based on data from four Swedish and Finnish textbook series for upper secondary school, and focuses on sections on logarithms, primitive functions, definite integrals, and combinatorics. It examines how addressed mathematical principles are justified, and whether the textbooks’ exercises offer opportunities to develop proof-related skills such as formulating and investigating hypotheses, developing and evaluating arguments, identifying and correcting errors, and finding counterexamples.

    The results show that just over half of the mathematical principles addressed in the analyzed textbook material are justified, and that only half of the justifications are general proofs. Few exercises are proof-related (10%), and those that include reasoning about general cases even fewer. General proofs are more common in the Finnish books, but proof-related tasks are more common and of a more varied nature in the Swedish ones. The most common form of proofs are direct derivations of calculation formulas, while reasoning about existence and uniqueness is unusual, as are contrapositive proofs and proofs by contradiction.

    Based on the results, explicit suggestions are offered as to what teaching can pay more attention to. For the analysis and design of proof-related activities, a framework consisting of four main categories is proposed: develop a statement, investigate a statement, develop an argument, and investigate an argument. Several properties that such activities may have, regardless of which category they belong to, are discussed. Finally, three areas for future research are suggested: how worked examples can support students’ learning of proof, how textbooks can be designed to stimulate formulation as well as the formal proving of hypotheses, and mapping of differences regarding proof between upper secondary and university textbooks.

  • 35.
    Bergwall, Andreas
    Örebro University, School of Science and Technology.
    Students’ arguments about the growth of a two-variable function2023In: Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) / [ed] Paul Drijvers; Csaba Csapodi; Hanna Palmér; Katalin Gosztonyi; Eszter Kónya, Alfréd Rényi Institute of Mathematics / ERME , 2023, p. 2275-2282Conference paper (Refereed)
    Abstract [en]

    Calculus is a central part of the curriculum for tertiary educations in mathematics, science, and technology. At its core lies the concept of derivative, which is known to be problematic for many students. As the corresponding multi-variable concepts of partial derivative, gradient, and directional derivative are not mathematically equivalent, it is essential for students to learn their relations and what they represent geometrically. In this paper, 20 students’ written solutions to an exam problem about the growth of a two-variable function are studied. The warrants they present for their claims are characterized in terms of which representations, concepts, connections, and calculations they use. The findings indicate that students who solve the problem by calculation of directional derivatives are less explicit with their warrants than students who rely on properties of the gradient vector. While the first group only uses algebraic representations, the second combines algebraic and graphical representations.

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    Students’ arguments about the growth of a two-variable function
  • 36.
    Bergwall, Andreas
    et al.
    Örebro University, School of Science and Technology.
    Knutsson, Malin
    Örebro University, School of Science and Technology.
    Students’ views on mathematical challenges in working as a teacher2014In: The Seventh Nordic Conference onMathematics Education, NORMA 14 Turku, June 3–6, 2014: PROGRAMME AND ABSTRACTS / [ed] Harry Silfverberg, 2014Conference paper (Refereed)
    Abstract [en]

    Many frameworks for teacher knowledge describe the work of a mathematics teacher as highly complex and therefore requires specialized competences (e.g. Rowland & Ruthven, 2011). At the same time, countries around the world have difficulties in recruiting highly qualified students to teacher education. Furthermore, teacher educators often express that prospective teachers question the amount and level of mathematics that they have to learn. Research on views about teaching often focuses on teachers’ views (Philipp, 2007). Less is known about students’ views about working as a teacher and how those might influence their choice of a profession. The focus of this study is on the views that students have on mathematical challenges associated with the work of a mathematics teacher, when compared to other occupations.

  • 37.
    Bernström, Jim
    Örebro University, School of Humanities, Education and Social Sciences.
    "Och om tio år så är det konst. Med tiden så.": - Om förändringar i bildlärares syn på populärkultur i undervisningen2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

     

    Denna undersökning syftar till att spegla förändringar över tid i bildlärares syn på populärkultur. Bildlärarna kommer till tals genom kvalitativa intervjuer. Genom att relatera hur bildlärarna beskriver att de arbetar med populärkultur och deras syn på populärkultur till en historisk bakgrund, speglas sedan förändringar i bildlärares syn på populärkultur. Det blir då synligt att populärkulturens roll i undervisningen inte förändrats nämnvärt, och att bildlärarnas syn på populärkultur i vissa aspekter är oförändrad men i andra förändrad. Tydligast förändringar ligger i bildlärarnas mer mångfacetterade populärkulturbegrepp, den ökade vikten av och överlag positivare inställning till populärkultur i undervisningen.

     

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  • 38.
    Bettelani, Gemma Carolina
    et al.
    Research Center E. Piaggio, Dept. Information Engineering of University of Pisa, Pisa, Italy.
    Gabellieri, Chiara
    Research Center E. Piaggio, Dept. Information Engineering of University of Pisa, Pisa, Italy.
    Mengacci, Riccardo
    Research Center E. Piaggio, Dept. Information Engineering of University of Pisa, Pisa, Italy.
    Massa, Federico
    Research Center E. Piaggio, Dept. Information Engineering of University of Pisa, Pisa, Italy.
    Mannucci, Anna
    Örebro University, School of Science and Technology.
    Pallottino, Lucia
    Research Center E. Piaggio, Dept. Information Engineering of University of Pisa, Pisa, Italy.
    Robotics Laboratory within the Italian School-Work Transition Program in High Schools: A Case Study2021Conference paper (Refereed)
    Abstract [en]

    This paper presents a robotics laboratory originated by the collaboration between the university and high school within the Italian school-work transition program. The educational objective of the proposed lab is twofold: 1) ease the transfer of robotic researchers’ expertise into useful means for the students’ learning; 2) teaching by practice the multidisciplinarity of robotics. We exploited the RoboCup Junior Race as a useful scenario to cover topics from 3D printing for fast prototyping to low-level and high-level controller design. An ad-hoc end-of-term student survey confirms the effectiveness of the approach. Finally, the paper includes some considerations on how general problems in the robotic and scientific community, such as gender issues and COVID-19 restrictions, can impact the educational robotics activities.

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    Robotics Laboratory within the Italian School-Work Transition Program in High Schools: A Case Study
  • 39. Birch Tyrberg, Rasmus
    et al.
    Hammar, Mats
    Brynhildsen, Jan
    Linköping University, Linköping, Sweden.
    Szabó, Zoltan
    Nylander, Eva
    Davidsson, Bo
    Students’ and teachers’ attitudes towards PBL-curriculum components in a medical programme: a follow-up study2021In: MedEdPublish, E-ISSN 2312-7996, Vol. 10, no 1, article id 96Article in journal (Refereed)
    Abstract [en]

    Objective: The aim was to explore students' and teachers' attitudes towards horizontal and vertical integration and other components of the curriculum, and to compare these results with data from a study at our medical school published in 2002.

    Methods: A questionnaire with 17 questions regarding different components of our curriculum was sent to students and staff at our medical school. They were asked to rate the importance of different components on a Likert scale from 1-6. We compared the answers between the two groups, and also compared them with the results from 2002.

    Results: Horizontal and vertical integration were rated as very important components (Teachers (n=283) median 5 and 5, Students (n=596) 6 and 5 respectively). Students valued lectures and clinical rotations more highly than teachers. Teachers considered laboratory training, training in searching scientific literature, scientific projects, basic education in ethics, reading and discussion of fictional literature, interprofessional components and examinations as significantly more important than the students did.

    Conclusions: Attitudes have remained positive towards horizontal and vertical integration despite major changes in the curriculum. The majority of the components of our curriculum were well appreciated, indicating that our curriculum is robust, but some components warrant inspection and possible revision.

  • 40.
    Björkil, Per
    Örebro University, School of Humanities, Education and Social Sciences.
    God ordning i skolan: - En diskursteoretisk analys av lärares och tidningsartiklars tal om ordning i skolan2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 41.
    Black, Laura
    et al.
    University of Manchester, Manchester, UK.
    Bagger, Anette
    Örebro University, School of Humanities, Education and Social Sciences.
    Chronaki, Anna
    University of Thessaly, Thessaly, Greece; University of Malmö, Malmö, Sweden.
    Bohlmann, Nina
    Leipzig University, Leipzig, Germany.
    Bobsin Salazar, Sabrina
    Universidade Federal de Pelotas, Pelotas, Brazil.
    ERME column: ERME Thematic Working Groups.  Introducing CERME’s Thematic Working Group 10 – Social, Cultural and Political Aspects of Mathematics Education2021In: EMS magazine, ISSN 2747-7894, Vol. 121, p. 51-52Article in journal (Other academic)
  • 42.
    Bolin, Johanna
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Phersson, Veronica
    Örebro University, School of Humanities, Education and Social Sciences.
    Bild som kommunikation: En studie av lärares intentioner och elevers uppfattningar utifrån ett sociokulturellt synsätt2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Som blivande ämneslärare i bild har vi i denna uppsats valt att fokusera på begreppet bildkommunikation, då detta begrepp har en central roll i bildämnets styrdokument. Syftet med denna uppsats har varit att undersöka vad lärare samt elever har för syn på bildkommunikation. Vi har även undersökt vad lärarens syfte och intentioner med undervisningen i bildkommunikation är. Det  har gjorts i form av en kvalitativ undersökning där metoden för undersökningen har varit intervjuer. Två bildlärare från två olika skolor har intervjuats samt 4-5 elever från varje skola har medverkat i gruppintervjuer. Resultatet från intervjuerna har vi analyserat i relation till vårt syfte och med hjälp av uppsatsens vetenskapliga förankring.

    De två lärare vi intervjuat är båda av uppfattningen att bildkommunikation omger oss dagligen och att det handlar om bildens budskap men även om att själv kunna förmedla något med hjälp av bilder. Däremot har de skilda uppfattningar vad gäller undervisningen i bildkommunikation. En av lärarna väver in begreppet i den vanliga undervisningen medan den andra läraren poängterar hur viktigt det är att samtala om bildkommunikation och göra eleverna medvetna om vad begreppet betyder.

    Elevernas uppfattning om vad bildkommunikation är var  spridd, men alla hade en grundtanke kring vad begreppet kunde tänkas betyda. De hade skilda uppfattningar om hur de bäst skulle tillägna sig kunskaper i bildens språk. Den första  elevgruppen trodde att bästa sättet var att fortsätta som de har gjort, att skapa bilder. Den andra elevgruppen tyckte däremot att samtal kring bilder och bildkommunikation skulle vara ett bra sätt att lära sig mer.  Resultatet av vår studie visar att lärarens synsätt på bild, antingen en kommunikativ eller praktisk/estetisk syn, påverkar både  undervisningen och elevernas uppfattning av bildämnet.

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  • 43.
    Bonnevier, Jenny
    Örebro University, School of Humanities, Education and Social Sciences.
    Teaching American Studies in the Context of Teacher Education: The Case of "In/Equality in American Culture and Society"2022Conference paper (Other academic)
    Abstract [en]

    In many Swedish English departments today, the majority of our students study English as part of teacher education. This context is often discussed as a problem, characterized by lack of time to develop subject knowledge, competing demands of subject and pedagogical content, and sometimes also connected to a lack in intellectual engagement on the part of our students. In this presentation, I will instead focus on the ways in which teacher education can create a context that makes aspect of teaching American culture particularly rewarding, through the framing of certain issues as central to the democratic mission of the Swedish school. The presentation will explore these possibilities through a course module called “In/Equality in American Culture and Society” that is offered as part of students’ third term of English and seventh term in the program for upper secondary school teachers at Örebro University. I will both address methods developed to teach from the microcosm (a term coined by Elaine Showalter) of nonfiction texts to address larger and historically complex ideas and developments, and the role of inter- or transcultural language teaching as a productive way of integrating pedagogical content in a way that positively affects students’ way of relating to the American studies content of the course. The presentation will also highlight the challenges that remain, mainly those related to selection of materials.

  • 44.
    Bonnevier, Jenny
    Örebro University, School of Humanities, Education and Social Sciences.
    Vems är framtiden? Framtidsskildringars möjligheter i utbildning för klimaträttvisa2023Conference paper (Refereed)
    Abstract [sv]

    Den här presentationen tar sitt avstamp i den teoretiska ståndpunkten att fiktion som utspelar sig i framtiden kan hjälpa oss att se möjligheter till förändring genom att få oss att överge tanken på framtiden som bara “mer av detsamma” (Goode och Godhe 2017; Vint 2006, Levitas 2010). I presentation diskuterar och problematiserar jag först denna idé i förhållande till tre sinsemellan mycket olika framtidsskildringar: Joan Slonczewskis A Door into Ocean, Octavia Butlers Parable of the Sower och Kim Stanley Robinsons The Ministry for the Future. Med utgångpunkt i universitetskursen “Att föreställa sig framtid,” fokuserar jag sedan frågan om vilka didaktiska grepp i relation till framtidsfiktion som kan stödja ett transformativt lärande som syftar just till ett ökat engagemang för förändring. I den didaktiska diskussionen relaterar jag bland annat till frågan om politiska emotioner i klassrummet.  Mitt material omfattar, utöver studenternas skriftliga uppgifter och annat undervisningsgenererat materia, också enkätsvar i fritextform. 

    Referenser

    Goode, Luke och Michael Godhe. 2017. “Beyond Capitalist Realism.” Culture Unbound 9 (1): 108-129.

    Levitas, Ruth. 2013. Utopia as Method: The Imaginary Reconstitution of Society. Palgrave Macmillan. 

    Vint, Sheryl. 2006. Bodies of Tomorrow: Technology, Subjectivity, Science Fiction. U of Toronto Press. 

  • 45.
    Botan, Hodan Ibrahim
    Örebro University, School of Humanities, Education and Social Sciences.
    Skolintroduktion för nyanlända elever:: En studie om hur skolintroduktionen organiseras och genomförs med utgångspunkt i tre grundskolor i Örebro kommun2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 46.
    Bromander, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Särbegåvning i skolan: En studie om lärares erfarenheter av särbegåvade2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 47.
    Burns, Anne
    et al.
    University of Sydney, Sydney, Australia.
    Siegel, Joseph
    Örebro University, School of Humanities, Education and Social Sciences.
    Teaching listening: dichotomies, choices and practices2023In: Handbook of Practical Second Language Teaching and Learning / [ed] Eli Hinkel, New York: Routledge, 2023, p. 225-237Chapter in book (Refereed)
  • 48.
    Bäckström, Katarina
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Berg, Christine
    Örebro University, School of Humanities, Education and Social Sciences.
    Alfabetiseringsundervisning i fokus: En intervjustudie med tre sfi-lärare2009Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Med denna uppsats har vi fokuserat på alfabetiseringsundervisning för vuxna med utländsk bakgrund i Sverige. Vårt övergripande syfte har varit att utveckla en djupare förståelse för analfabeter och deras lärandesituation. För att få svar på vårt syfte valde vi intervju som metod. Vi intervjuade tre lärare som arbetar med alfabetiseringsundervisning inom sfi (svenska för invandrare). Intervjuerna bandinspelades och transkriberades. I intervjuerna berättade lärarna om hur de ser på analfabeter i undervisningen och hur den går till. I resultatavsnittet har vi behandlat vårt intervjumaterial utifrån en intervjuguide med frågor som indelats i fyra teman: Att undervisa analfabeter, undervisningens början, metod och material i undervisningen samt råd och tips av lärare. Det som bland annat framkom i vår studie är att undervisningen ska gå sakta fram, vara enkel och verklighetsförankrad. Vidare framkommer det i forskningen som vi tagit del av att modersmålsbaserad alfabetiseringsundervisning är effektivare för lärandet.

  • 49.
    Carlsson, Margareta
    et al.
    Örebro University, Department of Education.
    Pahlstad, Camilla
    Örebro University, Department of Education.
    Elevers inställning till matematik: en enkätstudie2007Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats handlar om elevers attityd till ämnet matematik. Syftet med arbete var att belysa inställningen hos elever om ämne och undervisning. Vår vilja var även att se om attityderna skiljer sig beroende på kön och ålder vilket vår erfarenhet säger oss att den gör. Genom undersökningen försökte vi också klargöra om eleverna har kännedom om kursplanen i matematik samt vad som krävs av dem för att bli godkända i ämnet. Vårt val föll på en kvantitativ undersökning där två olika elevgrupper fick delta i en enkätstudie. Med hjälp av enkäten som besvarades av ett antal elever i skolår 5 och skolår 9 kom vi fram till att inställningen till ämnet varierar. Majoriteten av alla elever i undersökningen tycker matematik är ett viktigt ämne men det var en tydlig skillnad i inställningen mellan de äldre och de yngre när det gäller om matematik är ett meningsfullt ämne. Resultatet visar även att bland dem som anser matematik som ett lätt ämne dominerar pojkar oavsett ålder. Resultatet i enkäten stämmer överens med tidigare forskning om pojkars och flickors olika attityd till ämnet. När det gäller kännedom om innehållet i kursplanen i matematik och vilken kunskap som krävs för godkänt betyg så visar svaren i enkätundersökningen att de flesta av eleverna säger sig ha fått information om dess innehåll. Även här syns variationer i svar beroende på kön och ålder. Majoriteten av eleverna i vår undersökning säger sig ha vetskap om vad de behöver kunna för att bli godkända i matematik.

    Nyckelord: Matematik, inställning, köns- och åldersperspektiv.

  • 50.
    Chatzipetrou, Panagiota
    et al.
    Software Engineering Research Lab Sweden, Blekinge Institute of Technology, Karlskrona, Sweden.
    Ouriques, Raquel
    Software Engineering Research Lab Sweden, Blekinge Institute of Technology, Karlskrona, Sweden.
    Gonzalez-Huerta, Javier
    Software Engineering Research Lab Sweden, Blekinge Institute of Technology, Karlskrona, Sweden.
    Approaching the Relative Estimation Concept with Planning Poker2018In: CSERC '18 The 7th Computer Science Education Research Conference, Saint Petersburg, Russian Federation, October 10 - 12, 2018: The 7th Computer Science Education Research Conference, Saint Petersburg, Russian Federation, October 10 - 12, 2018, ACM Digital Library, 2018, p. 21-25Conference paper (Refereed)
    Abstract [en]

    Simulation is a powerful instrument in the education process that can help students experience a reality context and understand complex concepts required to accomplish practitioners’ tasks. The present study aims to investigate the software engineering students’ perception about the usefulness of the Planning Poker technique in relation to their understanding of the relative estimation concept. We conducted a simulation exercise where students first estimated tasks applying the concepts of relative estimation based on the concepts explained in the lecture, and then to estimate tasks applying the Agile Planning Poker technique. To investigate the students’ perception, we used a survey at the end of each exercise. The preliminary results did not show statistical significance on the students’ confidence to estimate relatively the user stories. However, from the students’ comments and feedback, there are indications that students are more confident in using Agile Planning Poker when they are asked to estimate user stories. The study will be replicated in the near future to a different group of students with a different background, to have a better understanding and also identify possible flaws of the exercise.

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    Approaching the Relative Estimation Concept with Planning Poker
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