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Oskarsson, M. & Eliasson, N. (2019). Everyday knowledge in Timss2015. In: : . Paper presented at ESERA 2019, Bologna, Italy, August 26-30.
Öppna denna publikation i ny flik eller fönster >>Everyday knowledge in Timss2015
2019 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:miun:diva-37555 (URN)
Konferens
ESERA 2019, Bologna, Italy, August 26-30
Projekt
timss
Tillgänglig från: 2019-10-16 Skapad: 2019-10-16 Senast uppdaterad: 2019-10-29Bibliografiskt granskad
Fredriksson, U., Rasmusson, M., Eliasson, N., Pettersson, A. & Taube, K. (2018). Flickor och pojkar i PISA-undersökningarna. In: Ulf Fredriksson, Karl Göran Karlsson & Astrid Pettersson (Ed.), Pisa under 15 år: resultat och trender (pp. 131-146). Stockholm: Natur och kultur
Öppna denna publikation i ny flik eller fönster >>Flickor och pojkar i PISA-undersökningarna
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2018 (Svenska)Ingår i: Pisa under 15 år: resultat och trender / [ed] Ulf Fredriksson, Karl Göran Karlsson & Astrid Pettersson, Stockholm: Natur och kultur, 2018, s. 131-146Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Stockholm: Natur och kultur, 2018
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:miun:diva-34448 (URN)9789127819818 (ISBN)
Tillgänglig från: 2018-09-19 Skapad: 2018-09-19 Senast uppdaterad: 2018-09-19Bibliografiskt granskad
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
Öppna denna publikation i ny flik eller fönster >>Inhemska elever och elever med utländsk bakgrund i PISA-undersökningarna
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2018 (Svenska)Ingår i: Pisa under 15 år: resultat och trender / [ed] Ulf Fredriksson, Karl Göran Karlsson & Astrid Pettersson, Stockholm: Natur och kultur, 2018, s. 147-160Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Stockholm: Natur och kultur, 2018
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:miun:diva-34449 (URN)9789127819818 (ISBN)
Tillgänglig från: 2018-09-19 Skapad: 2018-09-19 Senast uppdaterad: 2018-09-19Bibliografiskt granskad
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
Öppna denna publikation i ny flik eller fönster >>Naturvetenskap i PISA
2018 (Svenska)Ingår i: Pisa under 15 år: resultat och trender / [ed] Ulf Fredriksson, Karl Göran Karlsson & Astrid Pettersson, Stockholm: Natur och kultur, 2018, s. 86-103Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Stockholm: Natur och kultur, 2018
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:miun:diva-34445 (URN)9789127819818 (ISBN)
Tillgänglig från: 2018-09-19 Skapad: 2018-09-19 Senast uppdaterad: 2018-09-19Bibliografiskt granskad
Eliasson, N. & Pettersson, A. (2018). Problemlösning i PISA. In: Ulf Fredriksson, Karl Göran Karlsson & Astrid Pettersson (Ed.), Pisa under 15 år: resultat och trender (pp. 104-114). Stockholm: Natur och kultur
Öppna denna publikation i ny flik eller fönster >>Problemlösning i PISA
2018 (Svenska)Ingår i: Pisa under 15 år: resultat och trender / [ed] Ulf Fredriksson, Karl Göran Karlsson & Astrid Pettersson, Stockholm: Natur och kultur, 2018, s. 104-114Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Stockholm: Natur och kultur, 2018
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:miun:diva-34446 (URN)9789127819818 (ISBN)
Tillgänglig från: 2018-09-19 Skapad: 2018-09-19 Senast uppdaterad: 2018-09-19Bibliografiskt granskad
Eliasson, N. (2017). Att kommunicera skolans naturvetenskap: ett genusperspektiv på elevers deltagande i gemensam och enskild kommunikation. (Doctoral dissertation). Sundsvall: Mid Sweden University
Öppna denna publikation i ny flik eller fönster >>Att kommunicera skolans naturvetenskap: ett genusperspektiv på elevers deltagande i gemensam och enskild kommunikation
2017 (Svenska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

Both individual and whole class communication of students are described in this thesis, which is based on a clear gender perspective. Two articles describe the participation of boys and girls in communication with the whole class, the empirical data collected consisting of videotaped lessons. The extent to which boys and girls participate in the communication is reported in the first study, and in the second the extent to which boys and girls respond to the teacher's closed or open questions about science is presented. The third study reports boys' and girls' individual communication when responding to written science questions. The summary chapter ties the results together from the perspective of Positioning Theory, making the thesis a result of Mixed Methods Research.

Results show that boys participate in whole class communication more often than girls, with approximately the same level of dominance as shown in research from the early 80s. Boys also answer more questions than girls, the differences becoming apparent when teachers ask closed questions that can be answered in one or two words. In isolation, girls answer written questions to the same extent as boys, but give longer responses containing a more developed scientific language.

Results showing that boys position themselves as knowledgeable more often than girls when teachers ask closed questions, are explained from the perspective of Positioning Theory. Girls more often position themselves as knowledgeable when teachers ask open questions that require reflection. In test situations, with time for reflection, the boys and girls position themselves as knowledgeable students to the same extent.

Teachers need to be aware of the positioning attempts created by teaching, and consequently take into account that different approaches in teaching provide boys and girls with different access to the communication space.

Ort, förlag, år, upplaga, sidor
Sundsvall: Mid Sweden University, 2017. s. 98
Serie
Mid Sweden University doctoral thesis, ISSN 1652-893X ; 260
Nyckelord
Naturvetenskaplig kommunikation, positionering, genus, Mixed Methods Research
Nationell ämneskategori
Didaktik
Identifikatorer
urn:nbn:se:miun:diva-30611 (URN)978-91-88527-12-7 (ISBN)
Disputation
2017-06-02, E409, Sundsvall, 10:15 (Svenska)
Opponent
Handledare
Anmärkning

Vid tidpunkten för disputationen var följande delarbete opublicerat: delarbete 3 accepterat.

At the time of the doctoral defence the following paper was unpublished: paper 3 accepted.

Tillgänglig från: 2017-04-19 Skapad: 2017-04-19 Senast uppdaterad: 2017-04-19Bibliografiskt granskad
Eliasson, N., Karlsson, K. G., Lenner, L. & Lundgren, M. (2017). Boys' and Girls' written responses to PISA science questions. NorDiNa: Nordic Studies in Science Education, 13(2), 149-162
Öppna denna publikation i ny flik eller fönster >>Boys' and Girls' written responses to PISA science questions
2017 (Engelska)Ingår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 13, nr 2, s. 149-162Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

For the first time student responses to science questions from the Swedish PISA 2006 Main Study and the PISA 2015 Field Trial have been used in order to investigate differences in boys’ and girls’ written responses. Students’ correct and incorrect answers to the science questions are studied with respect to response length, the number of everyday words used, and the inclusion of nouns and long words in the responses. The results reveal that girls give longer and denser correct responses to most of the questions, compared to boys. The difference in response length cannot be explained by girls’ excessive use of the most common Swedish words, since boys and girls use the same proportion of these words. For incorrect answers the only difference between boys and girls is in the response length, since girls give longer answers than boys.

Nyckelord
PISA Science Questions, written ansers, gendered differences
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:miun:diva-30596 (URN)10.5617/nordina.4023 (DOI)
Tillgänglig från: 2017-04-14 Skapad: 2017-04-14 Senast uppdaterad: 2018-01-15Bibliografiskt granskad
Eliasson, N., Karlsson, K. G. & Sørensen, H. (2017). The role of questions in the science classroom: how girls and boys respond to teachers' questions. International Journal of Science Education, 39(4), 433-452
Öppna denna publikation i ny flik eller fönster >>The role of questions in the science classroom: how girls and boys respond to teachers' questions
2017 (Engelska)Ingår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 39, nr 4, s. 433-452Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The purpose of this study was to explore (a) to what extent male and female science teachers pose different types of questions and (b) if the type of science question posed influences the extent to which boys or girls respond to them. Transcripts of the teacher–student interaction in a whole-class situation were analysed, with attention paid to interactions that involved science questions. Closed and open questions were used. Results revealed that the percentage of closed questions posed corresponded to 87%. Results show that teachers mainly use closed questions, and responses from boys to closed questions are in the majority regardless of if the question is posed by a female teacher (56%) or a male teacher (64%). Both categories of closed questions are mainly considered lower order questions that do not facilitate higher cognitive levels in students. Thus, a direct consequence of an excessive use of this type of questions may be that both boys and girls will be given less opportunities to practise their ability to talk about science. Less access to general classroom interaction may also affect girls’ attitudes to science in a negative way which could ultimately hamper the recruitment of girls to higher scientific studies.

Nyckelord
Science education, gender open or closed question
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:miun:diva-30575 (URN)10.1080/09500693.2017.1289420 (DOI)000399604700002 ()2-s2.0-85014441257 (Scopus ID)
Tillgänglig från: 2017-04-05 Skapad: 2017-04-05 Senast uppdaterad: 2017-07-03Bibliografiskt granskad
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
Öppna denna publikation i ny flik eller fönster >>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 (Svenska)Ingår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 13, nr 1, s. 36-51Artikel i tidskrift (Refereegranskat) 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.

Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:miun:diva-30452 (URN)10.5617/nordina.2878 (DOI)
Tillgänglig från: 2017-03-13 Skapad: 2017-03-13 Senast uppdaterad: 2018-03-26Bibliografiskt granskad
Rasmusson, M., Oskarsson, M., Eliasson, N., Lundgren, M., Karlsson, K. G., Fredriksson, U., . . . Sollerman, S. (2016). PISA 2015: 15-åringars kunskaper i naturvetenskap, läsförståelse och matematik. Stockholm: Skolverket
Öppna denna publikation i ny flik eller fönster >>PISA 2015: 15-åringars kunskaper i naturvetenskap, läsförståelse och matematik
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2016 (Svenska)Rapport (Refereegranskat)
Ort, förlag, år, upplaga, sidor
Stockholm: Skolverket, 2016
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:miun:diva-33688 (URN)
Tillgänglig från: 2018-05-31 Skapad: 2018-05-31 Senast uppdaterad: 2018-11-05Bibliografiskt granskad
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-6981-0162

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