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  • 1.
    Andersson, Karin
    Örebro University, School of Health Sciences.
    Motiv för undervisning i naturen i svensk skola2022In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 18, no 3, p. 275-289Article in journal (Refereed)
    Abstract [en]

    The overall aim of this article is to contribute to a critical discussion about aims and goals of outdoor education in schools. The study examines motives for outdoor education in the national curricula in Sweden from the end of 19th century until today. The study relies on a discourse analysis methodology. Aspects of continuity and change connected to the identified motives are also included in the analyses. The results show that a scientific perspective on encounters with nature has dominated during the last hundred years. In recent years, more instrumental motives are expressed in the curricula, while students' personal experiences and feelings are less focused. © 2022 University of Oslo, Norwegian Centre for Science Education. All rights reserved.

  • 2.
    Due, Karin
    et al.
    Department of science and mathematics education, Umeå University, Umeå, Sweden.
    Tellgren, Britt
    Örebro University, School of Humanities, Education and Social Sciences.
    Areljung, Sofie
    Department of science and mathematics education, Umeå University, Umeå, Sweden.
    Christina, Ottander
    Department of science and mathematics education, Umeå University, Umeå, Sweden.
    Sundberg, Bodil
    Örebro University, School of Science and Technology.
    Inte som i skolan - pedagoger positionerar naturvetenskap i förskolan: Preschool teachers talk about science – Positioning themselves and positioning science2018In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, no 4, p. 411-426Article in journal (Refereed)
    Abstract [en]

    This article discusses how preschool teachers, who include a scientific content in their practice, describe their practice and their view of science in preschool. The study is based on 20 interviews in 9 Swedish preschools. The theoretical and analytical framework combine “communities of practice”(Lave & Wenger) and “positioning theory” (Harré & Langehove). The stories reveal a strong position for the pre-school curriculum and traditions. A prominent storyline is that Science in preschool is something different from science in school. This includes an anti-authoritarian view with a focus on ”the competent child”. The preschool teachers affirm fantasy, creativity and intuition as a part of science and they position science as easy to access. They also position themselves as pedagogues competent to manage science in preschool. One of the dilemmas is about letting children’s interests and initiatives drive the activities while educators curriculum-based goals have certain intentions to fulfill.

  • 3.
    Sund, Per
    et al.
    Mälardalen University, Västerås, Sweden.
    Sund, Louise
    Örebro University, School of Humanities, Education and Social Sciences. Mälardalen University, Västerås, Sweden.
    ”Alla gör fel?!” Hinder för lärares bedömning av elevers praktiska förmågor under ett nationellt prov2017In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 13, no 1, p. 3-16Article in journal (Refereed)
    Abstract [en]

    Science teachers regard practical work as important which helps students to learn science. Besides theoretical knowledge practical work is considered to be an integral part of science education. This implies that in addition to theoretical science tests, there is a need to find new ways of assessing students’ practical work. This empirical case study investigates two secondary school science teachers’ assessments of students in three separate groups in the practical part of a Swedish national test in chemistry. Data is gathered using two video cameras and three pairs of spy camera glasses. The results show that individual and independent assessments of student’s practical abilities are difficult due to the social interactions that take place and physical sources of error that occur in this type of laboratory setting. The results are discussed in relation to how teachers’ assessments of students’ practical abilities can be conducted and made more equal and fairer.

    Download full text (pdf)
    ”Alla gör fel?!” – Hinder för lärares bedömning av elevers praktiska förmågor under ett nationellt prov
  • 4.
    Sundberg, Bodil
    et al.
    Örebro University, School of Science and Technology.
    Areljung, Sofie
    Department of Applied Educational Science, Umeå University, Umeå, Sweden .
    Ottander, Christina
    Department of Science and Mathematics Education, Umeå University, Sweden .
    Opportunities for Education for Sustainability through multidimensional preschool science2019In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 3, no 15, p. 358-369Article in journal (Refereed)
    Abstract [en]

    In this article, we exemplify and discuss how preschool science education may contribute to Education forSustainability (EfS). We draw on data from science activities in fourteen Swedish preschools, in which wehave previously identified examples of ‘multidimensional science teaching’, hence, teaching that intertwineschildren’s science learning with multiple dimensions of children’s lives, such as emotions, fantasy,play and aesthetic modes of expressions. By re-analysing these activities through an EfS lense, we showseveral examples of how multidimensional science teaching provide opportunities for children to developagency and empowerment as well as connectedness with the environment, and some examples of creativeproblem solving. Yet, we advocate that teachers’ active participation is crucial for realising multidimensionalscience teaching in a way that contributes to EfS.

    Download full text (pdf)
    Opportunities for Education for Sustainability through multidimensional preschool science
  • 5.
    Ärlemalm Hagser, Eva
    et al.
    Mälardalens Högskola, Västerås, Sweden.
    Sundberg, Bodil
    Örebro University, School of Science and Technology.
    Naturmöten och källsortering: En kvantitativ studie om lärande för hållbar utveckling i förskolan2016In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 2, no 12Article in journal (Refereed)
    Abstract [en]

    This Swedish quantitative study aims to fill a research gap concerning how preschool teachers understand and work with education for sustainable development. Empirical data were collected in a questionnaire distributed to 187 Swedish preschools. The questionnaires consisted of 13 multiple choice questions and five open ended questions exploring how the preschool teachers interpret education for sustainable development and environmental education both as concepts and in practice. Both education for sustainable development and environmental education were mainly associated with nature experiences, recycling and reuse of resources. Descriptions reflecting the economic and social aspects of sustainable development were mainly missing. These views were reflected in the types of activities the children were afforded. Preschools supported by in-service training had a broader understanding of the concept and worked more actively with environmental and sustainability issues with the children. This suggests the need for support for providing children with quality education about sustainability issues. 

  • 6.
    Öhman, Marie
    et al.
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Harmoni eller konflikt? en fallstudie av meningsinnehållet i utbildning för hållbar utveckling2012In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 8, no 1, p. 59-72Article in journal (Refereed)
    Abstract [en]

    Conflict or harmony between economic, ecologic and social sustainability are two opposing perspectivesthat have appeared in the current debate about sustainable development. The aim of this studyis to investigate how the relations between these sustainability aspects are established in a concreteschool practice. The present study is a case study and investigates two classes of Swedish upper secondarystudents presenting a three-weeks thematic assignment concerning sustainable urban planning.The empirical material consists of field notes, audio-recordings, video-recordings and students’texts. In order to analyse the students’ meanings about sustainable development a method inspiredfrom pragmatic discourse analysis is used. The findings show how the students in their language usageconstitute a harmony perspective on sustainable development. The results and implications forteaching and learning are finally discussed.

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