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Benerdal, M. & Westman, A.-K. (2025). Organising for collaboration with schools: experiences from six Swedish universities. Scandinavian Journal of Educational Research, 69(1)
Open this publication in new window or tab >>Organising for collaboration with schools: experiences from six Swedish universities
2025 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 69, no 1Article in journal (Refereed) Published
Abstract [en]

Collaboration between universities and schools has been emphasised byboth governments and within educational development research in the Nordic countries. However, educational research has tended to focus onthe practitioners’ perspectives and experiences, i.e., researchers andteachers. Our intention is to contribute to the field with research from another perspective; that of organising for collaboration. This is done by focusing on the experiences of university representatives responsible for the organisation of collaboration within a Swedish nation-wide initiative,the ULF project. Our theoretical framework draws on the literature of partial organisation. The results indicate that the different approaches and solutions used by universities could not only potentially strengthen schools’ opportunities to participate in educational collaboration with universities but also lead to different opportunities, reinforcing previously existing differences between school organisers. The results are discussed in relation to governmental intentions and guidelines.

Place, publisher, year, edition, pages
Routledge, 2025
Keywords
collaboration, universities, schools, organising, organisational elements, partial organisation
National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-49676 (URN)10.1080/00313831.2023.2263476 (DOI)001085840400001 ()2-s2.0-85174240381 (Scopus ID)
Funder
Umeå University
Available from: 2023-10-27 Created: 2023-10-27 Last updated: 2025-01-24Bibliographically approved
Bergström, P., Boman, N., Brown, J., Flodholm Ellsäter, L., Malmberg, A., Saarela, J. & Westman, A.-K. (2024). Att utveckla elevers intresse för NT‑undervisning. In: : . Paper presented at FND 2024 - Forskning i naturvetenskapernas didaktik: Lärande i det digitala samhället, Halmstad, 12-14 november, 2024.
Open this publication in new window or tab >>Att utveckla elevers intresse för NT‑undervisning
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2024 (Swedish)Conference paper, Oral presentation only (Refereed)
Abstract [sv]

I vår presentation kommer vi att rapportera från ett forskningsprojekt som syftar till att öka kunskapen om hur undervisningen i naturvetenskap och teknik (NT) kan utvecklas genom studiebesök. Ett övergripande mål med utvecklingen av undervisningen är att öka elevernas intresse för dessa ämnen. Forskning visar att en viktig pusselbit för att få fler studenter att intressera sig för naturvetenskap och teknik är att förstärka känslan av att se sig själv som någon som sysslar med och är intresserad av dessa ämnen. Intresse för naturvetenskap och teknik är med andra ord också en fråga om identitet. Begreppet “vetenskapligt kapital i naturvetenskap och teknik” har i projektet använts för att identifiera aspekter av elevers NT-identiteter. Genom att uppmärksamma vilket vetenskapligt kapital elever har, skulle undervisningen kunna ge fler elever känslan av att NT är något för dem. I projektet har vi undersökt om och i så fall hur dessa aspekter påverkas när eleverna deltagit i ett studiebesök. Datainsamlingen har gjorts genom elevenkäter och observationer. Analyserna fokuserar på vilkenbetydelse design och genomförande har för elevers upplevelser av besöken. Resultaten visar att aktiviteter och goda förebilder under studiebesöket är viktiga komponenter för att ge eleverna en positiv upplevelse och stärka den naturvetenskapliga identiteten. Resultaten visade också att eleverna upplevde en begränsad vardagsanknytning under besöket. För att utveckla denna aspekt identifierades förberedelserna inför besöket som en avgörande faktor. Slutsatsen är att studiebesök kan påverka flera aspekter av elevernas vetenskapliga kapital om dessa uppmärksammas vid design och genomförande.

National Category
Didactics
Identifiers
urn:nbn:se:miun:diva-53197 (URN)
Conference
FND 2024 - Forskning i naturvetenskapernas didaktik: Lärande i det digitala samhället, Halmstad, 12-14 november, 2024
Available from: 2024-11-27 Created: 2024-11-27 Last updated: 2024-11-27Bibliographically approved
Westman, A.-K. & Andrée, M. (2024). CULTURALLY RELEVANT SCIENCE EDUCATION FROM A SÁMI PERSPECTIVE -IMAGINING A SCIENCE EDUCATION INCLUDING ÁRBEDIETHU. In: : . Paper presented at Nordic conference on Science Education Research (NFSUN), Reykjavik, Iceland, June 5–7, 2024.
Open this publication in new window or tab >>CULTURALLY RELEVANT SCIENCE EDUCATION FROM A SÁMI PERSPECTIVE -IMAGINING A SCIENCE EDUCATION INCLUDING ÁRBEDIETHU
2024 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

Swedish education carries many traces of colonial history within the education system, not the least in relation to the Sámi population. For example, the Swedish curriculum mentions knowledge about Sámi perspectives to a limited extent. In other parts of the world, efforts have been made to advance culturally responsive pedagogies in education in general, and in science education specifically, aiming to include and nurture indigenous perspectives. In addition, there has been no research in science education regarding relations between Sámi traditional knowledge and science education. This study draws on the framework of culturally responsive teaching and Sámi traditional knowledge, árbediehtu. Árbediehtu considers human and environment as a whole, and is a collective knowledge carried by individuals. The aim of this study is to envision a culturally responsive science education where árbediehtu is not framed as a special interest, but as a resource for gaining more nuanced understandings of wicked sustainability problems. The study is conducted as an action research study drawing on theories of culturally responsive science education. Preliminary results from the initial mapping and analysis will be presented. The results will contribute to new knowledge on how indigenous perspectives may be incorporated into science education.

National Category
Didactics
Identifiers
urn:nbn:se:miun:diva-52081 (URN)
Conference
Nordic conference on Science Education Research (NFSUN), Reykjavik, Iceland, June 5–7, 2024
Available from: 2024-08-09 Created: 2024-08-09 Last updated: 2024-08-13Bibliographically approved
Westman, A.-K., Andrée, M., Kroik, E.-K. & Andersson, I. (2024). Kulturellt relevant naturvetenskaplig undervisning ur ett samiskt perspektiv – att inkludera árbediehtu i NO-undervisning för alla. In: : . Paper presented at FND 2024 - Forskning i naturvetenskapernas didaktik: Lärande i det digitala samhället, Halmstad, 12-14 november, 2024.
Open this publication in new window or tab >>Kulturellt relevant naturvetenskaplig undervisning ur ett samiskt perspektiv – att inkludera árbediehtu i NO-undervisning för alla
2024 (Swedish)Conference paper, Oral presentation only (Refereed)
Abstract [sv]

Svensk utbildning bär spår av kolonial historia inom utbildningssystemet, inte minst i relation till den samiska befolkningen. I den svenska läroplanen nämns till exempel kunskap om samiska perspektiv i begränsad omfattning. I andra delar av världen har ansträngningar gjorts för att främja kulturellt lyhörd pedagogik i undervisning, exempelvis inom naturvetenskaplig utbildning, i syfte att inkludera och vårda perspektiv från ursprungsbefolkningar. I Sverige har det inte gjorts någon forskning inom naturvetenskapernas didaktik om relationer mellan samisk traditionell kunskap och undervisning i naturvetenskap. Denna studie utgår från ramverket för kulturellt lyhörd undervisning (eng.culturally responsive teaching) och samisk traditionell kunskap, árbediehtu. Árbediehtu betraktar människan och miljön som en helhet, och är en kollektiv kunskap som bärs av individer. Syftet med studien är att utforska utformning av en kulturellt lyhörd naturvetenskaplig utbildning där árbediehtu integreras som en resurs för att utveckla elevers förståelse för exempelvis hållbarhetsfrågor eller biologisk mångfald. Studien genomförs som en aktionsforskningsstudie där vi gemensamt observerar, reflekterar och prövar undervisningsformer för kulturellt lyhörd undervisning. Preliminära resultat från den inledande kartläggningen, analysen och undervisningen kommer att presenteras. Resultaten kan bidra till ny kunskap om hur perspektiv från ursprungsbefolkningar kan inkluderas i naturvetenskaplig undervisning.

National Category
Didactics
Identifiers
urn:nbn:se:miun:diva-53198 (URN)
Conference
FND 2024 - Forskning i naturvetenskapernas didaktik: Lärande i det digitala samhället, Halmstad, 12-14 november, 2024
Available from: 2024-11-27 Created: 2024-11-27 Last updated: 2024-11-27Bibliographically approved
Lunde, T., Westman, A.-K., Östman, L. & Rolandsson, L. (2024). Lektionsverkstäder för undervisningsutveckling. In: : . Paper presented at Forskning i naturvetenskapernas didaktik (FND). Halmstad, Sverige.
Open this publication in new window or tab >>Lektionsverkstäder för undervisningsutveckling
2024 (Swedish)Conference paper, Oral presentation only (Refereed)
Abstract [sv]

I detta bidrag presenteras en försöksverksamhet där lärare och forskare samarbetar i lektionsverkstäder. Under verkstäderna utvecklar lärare ett undervisningsmoment med stöd av befintliga forskningsresultat. Försöksverksamheten arrangeras av Nationellt centrum för naturvetenskapernas och teknikens didaktik i samarbete med Uppsala universitet. Den första lektionsverkstaden genomförs under hösten 2024 och fokus för den är systematiska undersökningar. Det finns anledning att utveckla former för samarbeten mellan lärare och forskare kring ämnesdidaktik. Tidigare forskning har visat att det finns ett glapp mellan ämnesdidaktisk forskning och lärares didaktiska praktik. Lektionsverkstäder är ett försök att överbygga det detta glapp. Forskningsresultat går inte att omsätta direkt till verktyg för hur undervisning ska utformas, men kan ge värdefull information om vilka hänsynstaganden lärare kan behöva göra. Under verkstäderna diskuteras konkreta undervisningsplaner och forskning som anknyter till dessa, i syfte att utveckla planeringen på vetenskaplig grund. Under arbetet görs också observationer för att i förlängningen utveckla formen för lektionsverkstäder. Under konferenspresentationen ger vi exempel på lektionsplaneringar som tagits fram under den första lektionsverkstaden. Vi kommer också att redogöra de observationer som gjorts. 

National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-53199 (URN)
Conference
Forskning i naturvetenskapernas didaktik (FND). Halmstad, Sverige
Available from: 2024-11-20 Created: 2024-11-27 Last updated: 2024-11-27Bibliographically approved
Westman, A.-K., Jidesjö, A. & Oskarsson, M. (2024). STUDENTS’ INTEREST IN SCIENCE AND TECHNOLOGY INVESTIGATED AS COLLECTIVE IDENTITIES. In: : . Paper presented at Nordic conference on Science Education Research (NFSUN), Reykjavik, Iceland, June 5–7, 2024.
Open this publication in new window or tab >>STUDENTS’ INTEREST IN SCIENCE AND TECHNOLOGY INVESTIGATED AS COLLECTIVE IDENTITIES
2024 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

The research field of students’ interest in science and technology (S&T) has a belonging to the Nordic countries by for example the international large scale comparative relevance of science education (ROSE) study realized in the beginning of the 21st century. ROSE has been developed to the relevance of science education second (ROSES) study. This paper report ongoing ROSES work in Sweden. National data from secondary students were collected in 2020 by a questionnaire. In this paper results from the “What I want to learn about” category is presented. There is a message in the literature to connect the research field more strongly to identity which is done in this paper by factor analysis with a varimax rotation. Identified factors are related to the concept of collective identities. Seven factors,which explain 50% of the variance in the material, are presented with belonging content items and names. The results are also compared with earlier studies. The result shows for example that environment and sustainability has become more important and technology less. This alteration is pointed out and discussed connected to the theoretical development of collective identities to understand internal and external dimensions of identity which influence students’ willingness to engage in S&T education. 

National Category
Didactics
Identifiers
urn:nbn:se:miun:diva-52080 (URN)
Conference
Nordic conference on Science Education Research (NFSUN), Reykjavik, Iceland, June 5–7, 2024
Available from: 2024-08-09 Created: 2024-08-09 Last updated: 2024-08-13Bibliographically approved
Johansson, H., Westman, A.-K., Norberg, M. & Eliasson, N. (2024). Teachers’ use of digital textbooks in mathematics and science education. LUMAT: International Journal on Math, Science and Technology Education, 12(3), Article ID 10.
Open this publication in new window or tab >>Teachers’ use of digital textbooks in mathematics and science education
2024 (English)In: LUMAT: International Journal on Math, Science and Technology Education, E-ISSN 2323-7112, Vol. 12, no 3, article id 10Article in journal (Refereed) Published
Abstract [en]

Digital textbooks are rapidly becoming a common feature in mathematics and science teaching. At the same time, there is limited research on teachers’ use of digital textbooks for teaching. Our study takes a comparative approach, contributing to the field’s understanding of the implementation of digital textbooks in mathematics and science education. Four lower secondary teachers’ use of digital textbooks was deductively analysed concerning various features in the textbooks, using data from classroom observations and interviews with teachers and students. Results revealed similarities between teachers regardless of subject, such as using functions to guide students in the digital textbook and recognising the advantages of using videos or animations. One conclusion is that these similarities could be regarded as generic for the use of digital textbooks and important regardless of the subject. A prominent difference concerned the use of digital textbooks as a means of content processing through writing. In the mathematics classrooms, paper and pencil were used, mostly due to the limited possibility of writing mathematics in digital textbooks. In the science classrooms paper and pencil were not used, as this subject is different and to a lesser extent based on being able to represent subject content through calculations, symbols, and figures. Another difference concerns teachers’ approach to planning and tracking students’ progress, where the science teachers focus on the group and the mathematics teachers on individuals. This implies the importance of including a focus on subject-specific aspects when designing and integrating digital resources in teaching.

Place, publisher, year, edition, pages
LUMA Centre Finland, 2024
Keywords
Comparative study, Digital learning resource, Lower secondary school, Mathematics and Science textbooks, Technological knowledge
National Category
Didactics
Identifiers
urn:nbn:se:miun:diva-53403 (URN)10.31129/lumat.12.3.2455 (DOI)
Funder
Mid Sweden University, MIUN 2020/2385
Available from: 2024-12-20 Created: 2024-12-20 Last updated: 2025-01-09Bibliographically approved
Benerdal, M. & Westman, A.-K. (2023). Collaborative arrangements between schools and universities explored through a lens of organizing. In: : . Paper presented at Nordic Educational Research Association (NERA) 2023, Oslo, Norway, 15-17 mars, 2023.
Open this publication in new window or tab >>Collaborative arrangements between schools and universities explored through a lens of organizing
2023 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

Collaborative arrangements between schools and universities explored through a lens of organizing

Malin Benerdal1, Anna-Karin Westman2

1Umeå university, Sweden; 2Mid university, Sweden

Knowledge production in collaboration between academia and society has been put forward in governmental policies on research and development to an increasing extent over the last two decades (Jonsson et al., 2022; Skoglund, 2022) in the Nordics and beyond. This article focuses on one such effort, abbreviated ULF in Swedish, aiming at testing different models of collaboration between universities and school organizers in Sweden. It was initiated as a state-funded trial during the years 2017-2021. Drawing on an evaluation of the work at six participating universities, the aim of the paper is to analyze the organizing of the collaborative project focusing on university representative’s experienced efforts and challenges in relation to organizing the collaboration. The framework for analysis builds on literature of partial organization (Ahrne & Brunsson, 2011) and the analysis was conducted in two steps. First, we analyzed the material to determine which organizational elements were present and visible in the setup of the collaboration at the different universities. In the second step we focused on expressions and statements tied to the different elements focusing expressed efforts, solutions and difficulties in relation to the different elements of organization. The material consisted of transcripts from group interviews with 22 representatives from six universities and written responses from a survey.

The results indicate a partial organization where the elements of membership, hierarchy and rules being present. Different solutions were sought in relation to the universities and school organizers different contextual conditions, and different solutions to overcome hindrances was evident. The execution of the elements of organization were partly similar, but variation in prerequisites seems to have influenced the design. Thus, illustrating the importance of the contextual circumstances of both universities and schools. As the trial with ULF being prolonged and the previous government declared the intent of permanenting the initiative, the national organization is under reconstruction. It is therefore important to continue following the organizing and the consequences of collaborative initiatives such as ULF. As collaboration and partnerships between universities and school organizers is in demand, not at least from the political level in the Nordic countries, we need to further scrutinize how they are constructed and experienced not least from the outset of power dynamics in play and their consequences.

References

Ahrne, G., & Brunsson, N. (2011). Organization outside organizations: The significance of partial organization. Organization, 18(1), 83–104. https://doi.org/10.1177/1350508410376256

Jonsson, A., Grafström, M., & Klintman, M. (2022). Unboxing knowledge in collaboration between academia and society: A story about conceptions and epistemic uncertainty. Science and Public Policy, scac010. https://doi.org/10.1093/scipol/scac010

Skoglund, K. N. (2022). Social interaction of leaders in partnerships between schools and universities: Tensions as support and counterbalance. International Journal of Leadership in Education, 25(5), 747–766. https://doi.org/10.1080/13603124.2020.1797178

National Category
Pedagogical Work
Identifiers
urn:nbn:se:miun:diva-47932 (URN)
Conference
Nordic Educational Research Association (NERA) 2023, Oslo, Norway, 15-17 mars, 2023
Available from: 2023-03-22 Created: 2023-03-22 Last updated: 2023-05-12Bibliographically approved
Oskarsson, M., Al Haj Ibrahem, N., Westman, A.-K. & Jidesjö, A. (2023). ROSES students' voice in Science Education. In: The Gulf Comparative Education Conference 2023 - GCES Symposium 2023: . Paper presented at The Gulf Comparative Education Conference 2023 - GCES Symposium, Ras Al Khaimah, United Arab Emirates, 1-3 november, 2023 (pp. 39-39).
Open this publication in new window or tab >>ROSES students' voice in Science Education
2023 (English)In: The Gulf Comparative Education Conference 2023 - GCES Symposium 2023, 2023, p. 39-39Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The Relevance of Science Education - Second (ROSES) is an international comparative research projectgathering empirical evidence on factors with importance for learning science and technology from astudent point of view. (Jidesjö, Oskarsson, & Westman, 2020; Oskarsson, Westman, & Jidesjö, 2019).ROSES uses a common questionnaire to students containing categories such as S&T content in andoutside school, future job, environmental challenges, social media, and informal S&T experiences.We will present comparisons between students opinion and willingness to engage in Science from awide range of countries. We will further present results from Sweden where a group of studentsbelieves it is important to learn about sustainability and that they can influence what happens. This alsoindicate some agency where students are willing to act as well as willing to sacrifice. Group of studentsin our material shows sign of Science Capital, a feeling of science being for them, (Archer et al 2015).

Keywords
Science, interests, students, agency
National Category
Didactics
Identifiers
urn:nbn:se:miun:diva-50051 (URN)
Conference
The Gulf Comparative Education Conference 2023 - GCES Symposium, Ras Al Khaimah, United Arab Emirates, 1-3 november, 2023
Note

Paper presented at the 10th biannual GCES Symposium, 1-3 November 2023, Ras al-Khaimah, United Arab Emirates. 

Available from: 2023-12-04 Created: 2023-12-07 Last updated: 2024-01-08Bibliographically approved
Westman, A.-K. & Johansson, H. (2023). Självständigt arbete i samverkan: En försöksverksamhet på lärarutbildningen. Sundsvall: Mid Sweden University
Open this publication in new window or tab >>Självständigt arbete i samverkan: En försöksverksamhet på lärarutbildningen
2023 (Swedish)Report (Other academic)
Abstract [sv]

I denna rapport presenteras resultat från projektet Självständigt arbete i samverkan mellan praktik och lärarutbildning. Syftet var att pröva en modell för hur samverkan mellan lärarutbildningen och skolpraktiken kan se ut, som innefattar studenters självständiga arbete. Intervjuer genomfördes med deltagande studenter, lärare från skolpraktiken samt handledare från lärarutblidnignen. Med hjälp av aktivitetsteorin identifierades olika dilemma som uppkom mellan deltagarna, och på detta sätt möjliga förbättringar av den prövade modellen. Resultaten visade att det bland annat behövs ökad kännedom om varandras tidsscheman, samt tydlig plan för hur återkoppling av resultat ska ske.

Place, publisher, year, edition, pages
Sundsvall: Mid Sweden University, 2023. p. 12
National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-47984 (URN)
Note

Projektet har finansierats med medel från ULF (Utbildning, Lärande, Forskning).

Rapporten har granskats av ansvariga ledare för ULF-verksamheten vid Mittuniversitetet. 

Available from: 2023-03-23 Created: 2023-03-23 Last updated: 2023-03-31Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-7961-1741

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