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Publikasjoner (10 av 29) Visa alla publikasjoner
Oskarsson, M., Westman, A.-K. & Jidesjö, A. (2019). Roses - The Relevance Of Science Education Second. In: : . Paper presented at 13th conference ESERA (European Science Education Research Association), Bologna, Italy, 26th–30th August, 2019.
Åpne denne publikasjonen i ny fane eller vindu >>Roses - The Relevance Of Science Education Second
2019 (engelsk)Konferansepaper, Oral presentation only (Annet vitenskapelig)
Abstract [en]

Students’ interest in science and motivation to learn science are considered important for their future career choices as well as their understanding of the role of science in modern society. ROSES The Relevance Of Science Education - Second is a network of researchers in more than 35 countries which collect data from a common questionnaire about students’ interest, thrust and engagement in relation to Science and Technology. ROSES is open for new findings and new voices about young peoples’ attitudes and engagement in relation to Science and Technology.

The ROSES team are happy to present a fully piloted new ROSES questionnaire and invite researchers from more countries are to cooperate with us in the ROSES network.

HSV kategori
Identifikatorer
urn:nbn:se:miun:diva-37274 (URN)
Konferanse
13th conference ESERA (European Science Education Research Association), Bologna, Italy, 26th–30th August, 2019
Tilgjengelig fra: 2019-09-23 Laget: 2019-09-23 Sist oppdatert: 2019-09-23bibliografisk kontrollert
Johansson, H., Oskarsson, M. & Nyström, P. (2018). Glömska eller ytliga fysikkunskaper: Fördjupad analys av svenska elevers sjunkande fysikresultat i TIMSS Advanced 2015. Stockholm: Skolverket
Åpne denne publikasjonen i ny fane eller vindu >>Glömska eller ytliga fysikkunskaper: Fördjupad analys av svenska elevers sjunkande fysikresultat i TIMSS Advanced 2015
2018 (svensk)Rapport (Annet vitenskapelig)
Abstract [sv]

TIMSS Advanced (Trends in Mathematics and Science Study ) är en internationell studie som undersöker gymnasieelevers kunskaper i avancerad matematik och fysik. TIMSS Advanced har genomförts tre gånger, 1995, 2008 och 2015, och Sverige har deltagit varje gång. I 2015 års studie deltog svenska elever i årskurs 3 på naturvetenskaps-och teknikprogrammet som slutfört eller håller på att slutföra kursen matematik 4 respektive fysik 2. Resultaten visade att Sverige förbättrat sina resultat i matematik medan resultaten i fysik försämrats. Dessa resultat brukar normalt följas åt och denna rapport undersöker möjliga orsaker till de sjunkande fysikresultaten i TIMSS Advanced.

sted, utgiver, år, opplag, sider
Stockholm: Skolverket, 2018. s. 64
Serie
Övriga trycksaker
HSV kategori
Identifikatorer
urn:nbn:se:miun:diva-32694 (URN)978-91-7559-315-9 (ISBN)
Tilgjengelig fra: 2018-01-17 Laget: 2018-01-17 Sist oppdatert: 2019-08-06bibliografisk kontrollert
Frediksson, U., Rasmusson, M., Eliasson, N., Oskarsson, M., Pettersson, A., Sollerman, S. & Karlsson, K. G. (2018). Inhemska elever och elever med utländsk bakgrund i PISA-undersökningarna. In: Ulf Fredriksson, Karl Göran Karlsson & Astrid Pettersson (Ed.), Pisa under 15 år: resultat och trender (pp. 147-160). Stockholm: Natur och kultur
Åpne denne publikasjonen i ny fane eller vindu >>Inhemska elever och elever med utländsk bakgrund i PISA-undersökningarna
Vise andre…
2018 (svensk)Inngår i: Pisa under 15 år: resultat och trender / [ed] Ulf Fredriksson, Karl Göran Karlsson & Astrid Pettersson, Stockholm: Natur och kultur, 2018, s. 147-160Kapittel i bok, del av antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Stockholm: Natur och kultur, 2018
HSV kategori
Identifikatorer
urn:nbn:se:miun:diva-34449 (URN)9789127819818 (ISBN)
Tilgjengelig fra: 2018-09-19 Laget: 2018-09-19 Sist oppdatert: 2018-09-19bibliografisk kontrollert
Karlsson, K. G. & Oskarsson, M. (2018). Likvärdighet. In: Pisa under 15 år: resultat och trender (pp. 115-130). Stockholm: Natur och kultur
Åpne denne publikasjonen i ny fane eller vindu >>Likvärdighet
2018 (svensk)Inngår i: Pisa under 15 år: resultat och trender, Stockholm: Natur och kultur, 2018, s. 115-130Kapittel i bok, del av antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Stockholm: Natur och kultur, 2018
HSV kategori
Identifikatorer
urn:nbn:se:miun:diva-34447 (URN)9789127819818 (ISBN)
Tilgjengelig fra: 2018-09-19 Laget: 2018-09-19 Sist oppdatert: 2018-09-19bibliografisk kontrollert
Karlsson, K. G., Oskarsson, M. & Eliasson, N. (2018). Naturvetenskap i PISA. In: Ulf Fredriksson, Karl Göran Karlsson & Astrid Pettersson (Ed.), Pisa under 15 år: resultat och trender (pp. 86-103). Stockholm: Natur och kultur
Åpne denne publikasjonen i ny fane eller vindu >>Naturvetenskap i PISA
2018 (svensk)Inngår i: Pisa under 15 år: resultat och trender / [ed] Ulf Fredriksson, Karl Göran Karlsson & Astrid Pettersson, Stockholm: Natur och kultur, 2018, s. 86-103Kapittel i bok, del av antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Stockholm: Natur och kultur, 2018
HSV kategori
Identifikatorer
urn:nbn:se:miun:diva-34445 (URN)9789127819818 (ISBN)
Tilgjengelig fra: 2018-09-19 Laget: 2018-09-19 Sist oppdatert: 2018-09-19bibliografisk kontrollert
Karlsson, K. G., Oskarsson, M. & Fredriksson, U. (2018). Svenska resultat i internationell jämförelse. In: Ulf Fredriksson, Karl Göran Karlsson & Astrid Pettersson (Ed.), Pisa under 15 år: resultat och trender (pp. 161-169). Stockholm: Natur och kultur
Åpne denne publikasjonen i ny fane eller vindu >>Svenska resultat i internationell jämförelse
2018 (svensk)Inngår i: Pisa under 15 år: resultat och trender / [ed] Ulf Fredriksson, Karl Göran Karlsson & Astrid Pettersson, Stockholm: Natur och kultur, 2018, s. 161-169Kapittel i bok, del av antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Stockholm: Natur och kultur, 2018
HSV kategori
Identifikatorer
urn:nbn:se:miun:diva-34450 (URN)9789127819818 (ISBN)
Tilgjengelig fra: 2018-09-19 Laget: 2018-09-19 Sist oppdatert: 2018-09-19bibliografisk kontrollert
Oskarsson, M. (2017). En marknadsstyrd skola. In: Per Kornhall, Jelmer Evers, René Kneybers (Ed.), Flip the system: Förändra skolan från grunden (pp. 43-54). Lund: Studentlitteratur
Åpne denne publikasjonen i ny fane eller vindu >>En marknadsstyrd skola
2017 (svensk)Inngår i: Flip the system: Förändra skolan från grunden / [ed] Per Kornhall, Jelmer Evers, René Kneybers, Lund: Studentlitteratur, 2017, s. 43-54Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
sted, utgiver, år, opplag, sider
Lund: Studentlitteratur, 2017
HSV kategori
Identifikatorer
urn:nbn:se:miun:diva-29945 (URN)978-91-44-11389-0 (ISBN)
Tilgjengelig fra: 2017-01-26 Laget: 2017-01-26 Sist oppdatert: 2017-01-26bibliografisk kontrollert
Oskarsson, M. & Karlsson, K. G. (2017). Pisa ur ett forskarperspektiv (2ed.). In: Agneta Hult, Anders Olofsson (Ed.), Utvärdering och bedömning i skolan: (pp. 45-61). Stockholm: Natur och kultur
Åpne denne publikasjonen i ny fane eller vindu >>Pisa ur ett forskarperspektiv
2017 (svensk)Inngår i: Utvärdering och bedömning i skolan / [ed] Agneta Hult, Anders Olofsson, Stockholm: Natur och kultur, 2017, 2, s. 45-61Kapittel i bok, del av antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Stockholm: Natur och kultur, 2017 Opplag: 2
HSV kategori
Identifikatorer
urn:nbn:se:miun:diva-29946 (URN)9789127817975 (ISBN)
Tilgjengelig fra: 2017-01-26 Laget: 2017-01-26 Sist oppdatert: 2017-03-13bibliografisk kontrollert
Osborne, J., Oskarsson, M., Serder, M. & Sjoberg, S. (2017). The PISA Science Assessment for 2015 and the Implications for Science Education: Uses and Abuses. In: Hahl, K Juuti, K Lampiselka, J Uitto, A Lavonen, J (Ed.), COGNITIVE AND AFFECTIVE ASPECTS IN SCIENCE EDUCATION RESEARCH: . Paper presented at 11th Conference of the European-Science-Education-Research-Association (ESERA), AUG 31-SEP 04, 2015, Helsinki, FINLAND (pp. 191-203). Springer
Åpne denne publikasjonen i ny fane eller vindu >>The PISA Science Assessment for 2015 and the Implications for Science Education: Uses and Abuses
2017 (engelsk)Inngår i: COGNITIVE AND AFFECTIVE ASPECTS IN SCIENCE EDUCATION RESEARCH / [ed] Hahl, K Juuti, K Lampiselka, J Uitto, A Lavonen, J, Springer, 2017, s. 191-203Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

Science is the major focus of PISA in 2015. Hence this chapter seeks to explore the positive and negative aspects of the PISA assessments. The chapter begins with a description of the new framework used for the science assessment in 2015. This provides an explanation of the changes and possible improvements from the 2006 framework. There then follow three contributions that explore the major social and political impact that PISA is having on education systems, schools and the learning of science going from the global to the local. Beginning with the global, the first argues that PISA should be seen in a political and cultural context, and as an instrument of power in that PISA has led to a global race in education, and is being used to legitimize neoliberal school reforms that are detrimental to the values usually promoted by educators in many countries. The next two contributions are drawn from an exploration of the effects of PISA in one country – Sweden. Taking a systemic view, the first argues that the PISA results provide a much needed external indicator and measure of the performance of the system in any one country showing how educational attainment has declined significantly in comparison to other countries and, in addition, exposing the increasing divergence between high and low performers. Such data provides a useful contrast to internal measures which may offer a different picture. The final contribution draws on a study that has explored how groups of 15-year-old students from an average comprehensive school interpret the PISA items and construct responses. The findings from this work cast doubt on the validity and comparability of the results between countries. The primary goal of this paper is to explore what PISA offers and to raise questions about its value for researchers and educators.

sted, utgiver, år, opplag, sider
Springer, 2017
Serie
Contributions from Science Education Research Series, ISSN 2213-3623 ; 3
Emneord
Assessment, PISA, Policy, Criticism, Learning
HSV kategori
Identifikatorer
urn:nbn:se:miun:diva-36220 (URN)10.1007/978-3-319-58685-4_15 (DOI)000455763400015 ()978-3-319-58685-4 (ISBN)
Konferanse
11th Conference of the European-Science-Education-Research-Association (ESERA), AUG 31-SEP 04, 2015, Helsinki, FINLAND
Tilgjengelig fra: 2019-05-28 Laget: 2019-05-28 Sist oppdatert: 2019-05-28bibliografisk kontrollert
Oskarsson, M., Eliasson, N. & Karlsson, K.-G. (2017). Verkliga vardagssammanhang i årskurs 4 eller kontextlös kunskap i årskurs 8?: Everyday life context in grade 4 or knowledge without context in grade 8. NorDiNa: Nordic Studies in Science Education, 13(1), 36-51
Åpne denne publikasjonen i ny fane eller vindu >>Verkliga vardagssammanhang i årskurs 4 eller kontextlös kunskap i årskurs 8?: Everyday life context in grade 4 or knowledge without context in grade 8
2017 (svensk)Inngår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 13, nr 1, s. 36-51Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

International comparisons of students’ knowledge as TIMSS and PISA have shown that Swedish students' knowledge of science deteriorated during the 2000s, compared to both previous years and to other countries. In grade 4, however, the results improved between 2007 and 2011 and Sweden is one of the countries showing the greatest difference between the results in grade 4 and grade 8, suggesting a weak knowledge development in science between these grades.

This study compares Swedish pupils' results for individual tasks in Science in TIMSS 2011 with an average score of countries in the EU or OECD. The items are classified by whether they are put in a context and if they ask for school specific knowledge or if they could be solved with knowledge from sources outside school. A large proportion of the items in grade 4 is linked to a context and to students' everyday lives, which explains the good results for the younger students.  Few items in grade 8 are of interest for the students or linked to students' daily lives and on these items Swedish students often perform below average for the EU / OECD, which contributes to the less favorable outcome in grade 8. The weak development of knowledge between grades 4 and 8 that is indicated by TIMSS suggests that the formalized science classes in school do not reach the students and it points to the need for a clearer connection to students' interests and experiences.

HSV kategori
Identifikatorer
urn:nbn:se:miun:diva-30452 (URN)10.5617/nordina.2878 (DOI)
Tilgjengelig fra: 2017-03-13 Laget: 2017-03-13 Sist oppdatert: 2018-03-26bibliografisk kontrollert
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-6595-2497