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Publications (10 of 17) Show all publications
von Zeipel, H. & Westman, A.-K. (2019). Elevers och lärares fokus i naturvetenskapliga laborationer. Utbildning och Demokrati, 28(3), 57-75
Open this publication in new window or tab >>Elevers och lärares fokus i naturvetenskapliga laborationer
2019 (English)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 28, no 3, p. 57-75Article in journal (Refereed) Published
National Category
Didactics
Identifiers
urn:nbn:se:miun:diva-37932 (URN)
Available from: 2019-12-09 Created: 2019-12-09 Last updated: 2019-12-09Bibliographically approved
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.
Open this publication in new window or tab >>Roses - The Relevance Of Science Education Second
2019 (English)Conference paper, Oral presentation only (Other academic)
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.

National Category
Didactics
Identifiers
urn:nbn:se:miun:diva-37274 (URN)
Conference
13th conference ESERA (European Science Education Research Association), Bologna, Italy, 26th–30th August, 2019
Available from: 2019-09-23 Created: 2019-09-23 Last updated: 2019-09-23Bibliographically approved
Jaldemark, J., Eriksson Bergström, S., von Zeipel, H. & Westman, A.-K. (2019). Wearable technologies as a research tool for studying learning: The application of spy glasses in data collection of children's learning (2ed.). In: Yu Aimee Zhang, Dean Cristol (Ed.), Handbook of mobile teaching and learning: . Springer
Open this publication in new window or tab >>Wearable technologies as a research tool for studying learning: The application of spy glasses in data collection of children's learning
2019 (English)In: Handbook of mobile teaching and learning / [ed] Yu Aimee Zhang, Dean Cristol, Springer, 2019, 2Chapter in book (Refereed)
Abstract [en]

This chapter discusses the potential that wearable technologies have for studying and understanding how people learn. In particular, the focus is on how spy glasses can be used as a tool for collecting data from educational situations. The chapter report from two different cases performed by the authors in which spy glasses were used, including considerations made from a methodological point of view. From the first case a conclusion is that spy-glass recording made it possible to closely follow teaching and learning during science labwork and find specific elements not found in video data from ordinary video cameras. The second case reports on valuable information about how the motivation for learning works in young children. Drawing further from these studies, the study elaborate on themes that arise as central to video research: ethics, technology and methodology as well as selection and analysis. The chapter discusses a transformation in how childhood is considered in relation to new technology. Here children are seen as more active and participatory in the shaping of their own childhoods. This can also result in developing new research methods in order to understand and visualise the child’s perspective, and using wearable technologies could certainly be one of these areas. In other words, it is a unique perspective when participants are co-creators of research studies. This implies important future work ahead, developing and applying wearable technologies for education and educational research.

Place, publisher, year, edition, pages
Springer, 2019 Edition: 2
Keywords
excursion, labwork, mobile learning, participant’s perspective, point-of-view video glasses, spy glasses, wearable devices, wearable technologies
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-35015 (URN)9789811327650 (ISBN)
Available from: 2019-03-26 Created: 2019-03-26 Last updated: 2019-06-19Bibliographically approved
Westman, A.-K. & Oskarsson, M. (2018). Students’ engagement in a new learning environment. In: : . Paper presented at XVIII IOSTE Symposium, Malmö, Sweden 13-17 Aug, 2018.
Open this publication in new window or tab >>Students’ engagement in a new learning environment
2018 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

The aim of this study is to contribute to an increased understanding of how changes in the learning environment can influence students’ motivation in school. The research was conducted in a Swedish primary school in which the learning environments for science have been developed during the last year and the teachers have had in-service training regarding science education. Data has been collected in the form of students’ questionnaires, which were answered by the students every month. Data has also been collected by student interviews in focus groups at the end of the year of the development work. Motivation has proven to be closely related to feelings of competence; autonomy and relatedness and students’ questionnaire as well as the semi-structured interviews included questions about feelings in relation to the school, to the new teaching and learning environment and to science and technology in general. Results presented here show that students like to be in School and appreciate science and technology. Younger students like science and technology compare to other subject to a greater degree than older students do. Students also reports that the usually are doing well in Science. Preliminary results from the interviews show that students express feelings of relatedness to their school. Students also expressed experiences of autonomy especially in relation to programming. Conclusions are that the programs seems to have contributed to students feeling of competence, autonomy and sense of belonging in school.

National Category
Didactics
Identifiers
urn:nbn:se:miun:diva-37872 (URN)
Conference
XVIII IOSTE Symposium, Malmö, Sweden 13-17 Aug, 2018
Available from: 2019-12-04 Created: 2019-12-04 Last updated: 2019-12-04Bibliographically approved
von Zeipel, H. & Westman, A.-K. (2018). The Science labwork situation and opportunities for learning – Teacher and student perspectives. In: : . Paper presented at XVIII IOSTE Symposium, Malmö, Sweden 13-17 Aug, 2018.
Open this publication in new window or tab >>The Science labwork situation and opportunities for learning – Teacher and student perspectives
2018 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Labwork in science education has been questioned with respect to its contribution to learning. This paper reports on critical factors to enhance students’ meaning making during labwork in six different Swedish schools. Using Spy-glass cameras we were able to collect close-up video data from student talk and activities. Student focus varied between schools and student groups, on most occasion a majority of time was spent focusing clearly outside anything related to the subject. Teachers’ introductions were categorized according to their main focus (scientific ideas, laboratory skills or knowledge of scientific inquiries) and school-related students’ negotiations were analyzed using the same categories. There was no clear-cut relationship between the focus of teacher introductions and the nature of the school-related student negotiations. Overall, teacher introductions most often focused on the scientific ideas. However, student negotiations were dominated by the laboratory skills category, followed by scientific ideas. Negotiations concerning knowledge of scientific inquiry were rare. Small variations among groups suggests that students had similar experiences of what was expected from them in the labwork situation. We found a connection between whether the scientific ideas had been previously processed and the likelihood that students discussions would focus on the scientific ideas. There was a range in the type of tasks given to the students in connection with the labwork. We found that both open discussions about scientific topics as well as limited activities such as simply filling in a form could potentially generate scientific discussions. However, the combination of previously unprocessed scientific content and openly formulated tasks was never successful. We conclude that several factors affect student focus and that the labwork situation remains questionable as learning situations as long as all these factors are not entirely appreciated by teachers.

National Category
Didactics
Identifiers
urn:nbn:se:miun:diva-37873 (URN)
Conference
XVIII IOSTE Symposium, Malmö, Sweden 13-17 Aug, 2018
Available from: 2019-12-04 Created: 2019-12-04 Last updated: 2019-12-04Bibliographically approved
Westman, A.-K. & Karlsson, K. G. (2016). Does every cell get blood? Young students’ discussions about illustrations of human blood circulation. European Journal of Science and Mathematics Education, 4(2), 161-175
Open this publication in new window or tab >>Does every cell get blood? Young students’ discussions about illustrations of human blood circulation
2016 (English)In: European Journal of Science and Mathematics Education, ISSN 2301-251X, E-ISSN 2301-251X, Vol. 4, no 2, p. 161-175Article in journal (Refereed) Published
Abstract [en]

This article presents a study of how groups of young students discuss illustrations of human blood circulation. Transparency is not an innate quality of illustrations, visual information is always coded and interpretations are always related to culture and context. Results of this study are discussed with reference to Kress and van Leeuwens’ theoretical framework on multi-modal communication. Four student groups discussed the human blood circulation with a researcher after the groups had watched an educational film. Data was collected by video recording and an analysis of the group discussions was done by coding the transcripts according to the research questions. The results show how the students mainly discuss human blood circulation on a macroscopic level and that they only partly understand the illustrations from the film. Students showed difficulties to interpret illustrations with a scientific/technical orientation. The students in this study would need more help to find connections between human blood circulation and the content in the film, such as analogies and everyday phenomena, as the results show that the students do not easily connect the different illustrations to each other and they expressed only a few of the scientific ideas from the illustrations in this study.

Keywords
educational film, group discussion, human blood circulation, mulit-modality
National Category
Didactics
Identifiers
urn:nbn:se:miun:diva-29577 (URN)
Available from: 2016-12-14 Created: 2016-12-14 Last updated: 2017-11-29
Westman, A.-K. (2016). Meningsskapande möten i det naturvetenskapliga klassrummet. (Doctoral dissertation). Umeå: Institutionen för naturvetenskapernas och matematikens didaktik
Open this publication in new window or tab >>Meningsskapande möten i det naturvetenskapliga klassrummet
2016 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [sv]

Bakgrund Syftet med denna avhandling är att få veta mer om hur elever skapar mening i mötet med innehållet i skolans naturvetenskap. De resultat som presenteras i avhandlingen är resultat som visar hur eleverna uttrycker sig under utvalda interaktioner från naturvetenskaplig undervisning. Elevernas uttryck för meningsskapande jämförs också med vad som tidigare forskning rapporterat som svårt i skolans naturvetenskap. Lärandet betraktas genomgående som en sociokulturell aktivitet.

Metoder För att kunna besvara frågan om hur ett meningsskapande uttrycks har elevernas uttalanden under interaktioner karaktäriserats kvalitativt och med objektet för undervisningen i förgrunden. Datainsamlingen har gjorts med ljud- eller videoinspelningar. Ämnesinnehållet i interaktionerna är i fokus och hur eleverna samtalar om genetik, cellandning, blodomlopp eller genomförandet av en laboration är centralt i avhandlingens delstudier. De deltagande eleverna är från grundskolans årskurs fem, årskurs nio och från gymnasiet.

Resultat Resultaten visar en variation i hur ofta elever diskuterar och uttrycker någon egen mening om de naturvetenskapliga förklaringsmodellerna. När elever konstruerar begreppskartor med utvalda begrepp uttrycker gruppen sitt meningsskapande på sätt som många gånger närmar sig det vetenskapliga. En undervisningsfilm presenterar många vetenskapliga förklaringsmodeller av blodomloppets funktion, men få av dem används av eleverna i det efterföljande samtalet. I interaktioner under laborationer uttrycker elever inte så ofta ett meningsskapande av de naturvetenskapliga förklaringsmodellerna.

Sammanfattning Avhandlingens delstudier ger prov på flera tillfällen när eleverna diskuterar ett meningsskapande av de naturvetenskapliga förklaringsmodellerna. Det finns också exempel när förklaringsmodellerna inte diskuteras, även om de för en skolad naturvetare helt uppenbart presenteras. En viktig faktor för att elevernas naturvetenskapliga meningsskapande ska ske är i studierna om undervisningen uppmärksammar hur naturvetenskapliga förklaringsmodeller knyter samman synliga fenomen med molekylära förklaringar och symboler. En annan faktor är om undervisningen lyfter fram naturvetenskapens sätt att kommunicera. Ytterligare en viktig faktor för att de naturvetenskapliga förklaringsmodellerna ska bli ett verktyg för elevernas meningsskapande är om det nya innehållet knyter an till elevernas tidigare vardagserfarenheter eller erfarenheter från tidigare undervisning.

Place, publisher, year, edition, pages
Umeå: Institutionen för naturvetenskapernas och matematikens didaktik, 2016. p. 85
National Category
Didactics
Identifiers
urn:nbn:se:miun:diva-29668 (URN)978-91-7601-467-7 (ISBN)
Available from: 2016-12-19 Created: 2016-12-19 Last updated: 2016-12-19Bibliographically approved
Löfdahl Hultman, A., Thelin, K., Hjalmarsson, M. & Westman, A.-K. (2014). Advanced teachers in Swedish schools – proud missionaries with visions of development. In: : . Paper presented at Teachers Matter – But How? Linnaeus University, Växjö, October 23-24, 2014.
Open this publication in new window or tab >>Advanced teachers in Swedish schools – proud missionaries with visions of development
2014 (English)Conference paper, Published paper (Other academic)
Abstract [en]

In today’s schools, teachers’ work and teachers’ professional knowledge are increasingly challenged and questioned, and politicians tend to seek quick solutions to the schools’ so called ‘academic crisis’. One such solution was the reform of career positions for advanced teachers put in place in 2013 to support the careers of individual teachers and contribute to increased goal achievement and local school development in general.This paper is part of a project aimed at examining how the teacher profession is ‘done’ regarding this ongoing reform and how teacher professionalism can be understood as part of school development. We stress the importance of exploring various conditions that might contribute to the ambitions of the reform and thereby the need of research that takes into consideration the fact that the teacher profession is ‘done’ in local contexts and diverse social geographies (Ball, 2006). As a first step, the purpose of the paper is to shed light on how advanced teachers express the meaning of being an advanced teacher from their own perspective.The project is based on theories of teacher professionalism, gender and school development, shaping a theoretical model where the theories are used to examine and describe the advanced teachers’ integrated profession and work and to support theoretical and empirical syntheses on the individual, local organizational and system level (Gaskell & Mullen, 2009, Fullan, 2001). The empirical material from this first step consists of interviews from six teachers and a survey with open questions sent to advanced teachers in one municipality a few months after they had begun working as such. The focus in both the interviews and the survey was to spot the opportunities, challenges and expectations related to these teachers’ new mission.Preliminary analyses from the survey show a considerable lack of clarity about the mission, although one important element is described as ‘getting colleagues on the track’, as colleagues’ attitudes are of great importance. From the interviews, the analysis shows that the teachers consider themselves to be door openers, both figuratively and literally.

National Category
Didactics
Identifiers
urn:nbn:se:miun:diva-29669 (URN)
Conference
Teachers Matter – But How? Linnaeus University, Växjö, October 23-24, 2014
Available from: 2016-12-19 Created: 2016-12-19 Last updated: 2016-12-21Bibliographically approved
Westman, A.-K., Ljung Djärf, A., Åberg-Bengtsson, L., Ottosson, T. & Beach, D. (2014). Animationer och illustrationer i datorbaserade läromedel med ett naturvetenskapligt innehåll: Studier bland femteklassare och förskoleelever. In: : . Paper presented at FND 2014, Forskning i naturvetenskapernas didaktik - Modeller och representationer i naturvetenskaplig undervisning, 5-6 november 2014, Karlstads universitet.
Open this publication in new window or tab >>Animationer och illustrationer i datorbaserade läromedel med ett naturvetenskapligt innehåll: Studier bland femteklassare och förskoleelever
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2014 (Swedish)Conference paper, Oral presentation only (Other academic)
National Category
Didactics
Identifiers
urn:nbn:se:miun:diva-29581 (URN)
Conference
FND 2014, Forskning i naturvetenskapernas didaktik - Modeller och representationer i naturvetenskaplig undervisning, 5-6 november 2014, Karlstads universitet
Available from: 2016-12-14 Created: 2016-12-14 Last updated: 2016-12-20Bibliographically approved
Westman, A.-K. (2014). How Do Young Pupils Interpret Explanatory Pictures? : An Investigation of Animated Illustrations in School Science. In: : . Paper presented at Nordic Research Symposium on Science Education (NFSUN) 2014: Inquiry-Based Science Education in Technology-Rich Environments, Helsinki, Finland, 4th – 6th June 2014.
Open this publication in new window or tab >>How Do Young Pupils Interpret Explanatory Pictures? : An Investigation of Animated Illustrations in School Science
2014 (English)Conference paper, Oral presentation only (Other academic)
National Category
Didactics
Identifiers
urn:nbn:se:miun:diva-29578 (URN)
Conference
Nordic Research Symposium on Science Education (NFSUN) 2014: Inquiry-Based Science Education in Technology-Rich Environments, Helsinki, Finland, 4th – 6th June 2014
Available from: 2016-12-14 Created: 2016-12-14 Last updated: 2016-12-20Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-7961-1741

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