miun.sePublications
Change search
Link to record
Permanent link

Direct link
BETA
Åström, Maria
Publications (10 of 20) Show all publications
Åström, M., Karlsson, K.-G., Hummelgård, M. & Olin, H. (2007). Building a Scanning Tunneling Microscope: A Continuing Project in an Engineering Physics Program (poster). In: Proceedings of CONASTA 56 and ICASE 2007 World Conference on Science and Technology Education, 8 – 12 July 2007 The Sheraton Hotel and Mercedes College, Perth, Western Australia (pp. 113-114).
Open this publication in new window or tab >>Building a Scanning Tunneling Microscope: A Continuing Project in an Engineering Physics Program (poster)
2007 (English)In: Proceedings of CONASTA 56 and ICASE 2007 World Conference on Science and Technology Education, 8 – 12 July 2007 The Sheraton Hotel and Mercedes College, Perth, Western Australia, 2007, p. 113-114Conference paper, Published paper (Refereed)
Keywords
Physics
National Category
Pedagogy Natural Sciences
Identifiers
urn:nbn:se:miun:diva-1260 (URN)5272 (Local ID)978-0-9803703-0-0 (ISBN)5272 (Archive number)5272 (OAI)
Available from: 2008-09-30 Created: 2009-11-19 Last updated: 2013-08-23Bibliographically approved
Åström, M. (2007). Integrated and Subject-specific: an empirical exploration of Science education in Swedish compulsory schools. (Licentiate dissertation). Norrköping: Swedish National Graduate school in science
Open this publication in new window or tab >>Integrated and Subject-specific: an empirical exploration of Science education in Swedish compulsory schools
2007 (English)Licentiate thesis, monograph (Other scientific)
Place, publisher, year, edition, pages
Norrköping: Swedish National Graduate school in science, 2007. p. 44
Series
Studies in science and technology education (, ISSN 1652-5051 ; 5
Keywords
Science education
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-5433 (URN)5270 (Local ID)978-91857-1-5 (ISBN)5270 (Archive number)5270 (OAI)
Available from: 2008-09-30 Created: 2008-09-30Bibliographically approved
Åström, M. (2007). Integrated and Subject-specific science education in Swedish compulsory school (poster): Differences in student activities. In: Proceedings of CONASTA 56 and ICASE 2007 World Conference on Science and Technology Education, 8 – 12 July 2007 The Sheraton Hotel and Mercedes College, Perth, Western Australia (pp. 108-112).
Open this publication in new window or tab >>Integrated and Subject-specific science education in Swedish compulsory school (poster): Differences in student activities
2007 (English)In: Proceedings of CONASTA 56 and ICASE 2007 World Conference on Science and Technology Education, 8 – 12 July 2007 The Sheraton Hotel and Mercedes College, Perth, Western Australia, 2007, p. 108-112Conference paper, Published paper (Refereed)
Keywords
Science education
National Category
Pedagogy Natural Sciences
Identifiers
urn:nbn:se:miun:diva-867 (URN)5271 (Local ID)978-0-9803703-0-0 (ISBN)5271 (Archive number)5271 (OAI)
Available from: 2008-09-30 Created: 2009-11-19 Last updated: 2012-09-03Bibliographically approved
Åström, M. (2007). Några korta bilder från ICASE 2007 i Perth, Australien. LMNT-nytt / Riksföreningen för lärarna i matematik, naturvetenskap och teknik (2), 4-5
Open this publication in new window or tab >>Några korta bilder från ICASE 2007 i Perth, Australien
2007 (Swedish)In: LMNT-nytt / Riksföreningen för lärarna i matematik, naturvetenskap och teknik, ISSN 1402-0041, no 2, p. 4-5Article in journal (Other scientific) Published
Keywords
didaktik
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-4374 (URN)5273 (Local ID)5273 (Archive number)5273 (OAI)
Available from: 2008-09-30 Created: 2008-09-30 Last updated: 2011-01-10Bibliographically approved
Åström, M. & Karlsson, K.-G. (2007). Using hierarchical linear models to test differences in Swedish results from OECD's PISA 2003: Integrated and Subject-specific science education. NorDiNa: Nordic Studies in Science Education (2), 121-131
Open this publication in new window or tab >>Using hierarchical linear models to test differences in Swedish results from OECD's PISA 2003: Integrated and Subject-specific science education
2007 (English)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, no 2, p. 121-131Article in journal (Refereed) Published
Abstract [en]

The possible effects of different organisations of the science curriculum in schools participating in PISA 2003 are tested with a hierarchical linear model (HLM) of two levels. The analysis is based on science results. Swedish schools are free to choose how they organise the science curriculum. They may choose to work subject-specifically (with Biology, Chemistry and Physics), integrated (with Science) or to mix these two. In this study, all three ways of organising science classes in compulsory school are present to some degree. None of the different ways of organising science education displayed statistically significant better student results in scientific literacy as measured in PISA 2003. The HLM model used variables of gender, country of birth, home language, preschool attendance, an economic, social and cultural index as well as the teaching organisation.

Keywords
science education
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-5130 (URN)5274 (Local ID)5274 (Archive number)5274 (OAI)
Available from: 2008-09-30 Created: 2008-09-30 Last updated: 2017-12-12Bibliographically approved
Åström, M. (2006). Integrated or subject-specific science education: What enable the students to better scientific literacy?: Nationella forskarskolan för naturvetenskapernas och teknikens didaktik (The Swedish National Graduate School inScience and Technology Education, FontD). Linköping: Linköping univeristy
Open this publication in new window or tab >>Integrated or subject-specific science education: What enable the students to better scientific literacy?: Nationella forskarskolan för naturvetenskapernas och teknikens didaktik (The Swedish National Graduate School inScience and Technology Education, FontD)
2006 (English)Conference paper, Published paper (Other academic)
Abstract [en]

This thesis is an explorative experimental study in two parts of different ways of organising

Science education in the Swedish context. The first study deals with the question if students

attain higher scores on test results if they have been working with integrated Science

compared to subject-specific Science i.e. Biology, Chemistry and Physics. The second study

concerns the similarities and differences between integrated Science education and Science

education in Biology, Chemistry and Physics, especially in the teaching organisation.

The introduction describes the nature of integrated curriculum, what integrated learning is,

issues about integrated Science education, in what way integration is carried out, between

subjects or within subjects, what the opposite to integrated Science is (here named as subjectspecific

science education) in the Swedish context and what the Swedish curriculum has to

say about integrated Science. Previous studies in integrated curriculum looking at students’

results are referred to, and it is argued for the use of the OECD’s PISA assessment instrument

in this study.

The thesis consists of two studies, one quantitative and one qualitative, within the above

framework. The quantitative study is an attempt to find differences in scores on students’

written results on a large-scale assessment in scientific literacy between students studying in

different organisations of Science education. The qualitative study is an attempt to describe

differences at classroom level between integrated Science and subject-specific Science. This

gives a quite rich description of four schools (cases) in a small town and how they organise

their teaching integrated or subject-specific.

No differences in students’ results between different Science organisations were found in the

quantitative study in this thesis. Possible explanations for the lack of differences in students’

results are discussed in the article. An additional investigation that attempts to test the variable

used in the quantitative study is carried out in the thesis, with an attempt to sharpen the

teacher organisation variable. This is done to find out if it is possible that there can be found

differences with the sharpened variable.

The qualitative study gives a glimpse of some differences in the implemented curriculum

between schools working with integrated Science education and a school that works subjectspecifically.

The teachers do the overall lesson plans in different ways according to which

organisation according to integrated or subject-specific Science they work with. When asked

in a survey what kind of Science organisation they have, students from the four schools

studied answered differently between schools and also, sometimes, within the same school. A

further analysis of this second study is carried out by defining a conceptual framework used as

structure and a possible explanation for differences between students’ views and teachers’

views on the organisation of Science education. This latter analysis tries to give an enriched

description in mainly the two levels of the implemented and attained curricula, and tries to

discuss the difference in students’ attained curriculum.

A final discussion concludes the thesis and concerns an elaboration of the results of the thesis,

problems with the main variable involved in the two studies and the possibility that the

teacher actions effects also the magnitude of students’ achievement on tests.

Place, publisher, year, edition, pages
Linköping: Linköping univeristy, 2006
Series
Studies in Science and Technology Education (FontD)
Keywords
science education
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-6333 (URN)4403 (Local ID)978-91-85715-59-6 (ISBN)4403 (Archive number)4403 (OAI)
Available from: 2011-12-11 Created: 2011-12-11Bibliographically approved
Åström, M., Hummelgård, M., Olin, H. & Karlsson, K. G. (2006). Project as a way to integrate science at university level. In: Third Scandinavian Symposium on research in science education.
Open this publication in new window or tab >>Project as a way to integrate science at university level
2006 (English)In: Third Scandinavian Symposium on research in science education, 2006Conference paper, Published paper (Other scientific)
Keywords
pedagogik
National Category
Natural Sciences Pedagogy
Identifiers
urn:nbn:se:miun:diva-3736 (URN)3979 (Local ID)3979 (Archive number)3979 (OAI)
Available from: 2008-09-30 Created: 2008-09-30 Last updated: 2013-08-23Bibliographically approved
Karlsson, K. G., Kjaernsli, M., Lie, S. & Åström, M. (2006). Scientific Literacy and Educational Reforms in Norway and Sweden . In: Northern Lights on PISA 2003: a reflection from the Nordic countries (pp. 267-).
Open this publication in new window or tab >>Scientific Literacy and Educational Reforms in Norway and Sweden
2006 (English)In: Northern Lights on PISA 2003: a reflection from the Nordic countries, 2006, p. 267-Chapter in book (Other scientific)
Abstract [en]

In December 2004, when results from PISA 2003 were presented, much focus in media was on ranking lists and overall changes since PISA 2000. In Sweden no significant changes between 2000 and 2003 occurred in none of the three test domains in PISA (reading literacy, mathematical literacy and scientific literacy). Moreover, Swedish scores were significantly above the OECD average in all three domains. In Norway results in reading and mathematics showed no significant changes but a considerable drop in science results. The Norwegian science score was also below the OECD average, whereas reading and mathematics scores were close to the international means (OECD 2001, 2004). In this article we will take a closer look at the PISA science results for the two countries in order to discuss some possible links to educational reforms that has been introduced during the last decennium. For that purpose we will also discuss some results from TIMSS (Trends in International Mathematics and Science Study), or more precisely: results for the science grade 8 part of the study. In addition to the national PISA 2003 reports for Sweden (Skolverket 2004c) and Norway (Kjærnsli et al 2004), also the national TIMSS 2003 reports (Skolverket 2004a, Grønmo et al 2004) discuss the achievement drop in science. In addition, Kjærnsli et al (2005) has recently focused quite specifically on the general drop of competencies in the Nordic countries during the last decennium.

Series
TemaNord, ISSN 0908-6692 ; 2006:523
Keywords
Assessment, science education, curriculum
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-5712 (URN)3456 (Local ID)92-893-1300-5 (ISBN)3456 (Archive number)3456 (OAI)
Available from: 2008-09-30 Created: 2008-09-30Bibliographically approved
Åström, M. (2005). Hur ska vi värdera utvärderingarna av grundskolan. LMNT-nytt / Riksföreningen för lärarna i matematik, naturvetenskap och teknik (1), 4-5
Open this publication in new window or tab >>Hur ska vi värdera utvärderingarna av grundskolan
2005 (Swedish)In: LMNT-nytt / Riksföreningen för lärarna i matematik, naturvetenskap och teknik, ISSN 1402-0041, no 1, p. 4-5Article in journal (Other scientific) Published
Abstract [sv]

En översikt av tre utvärderingar av svenska grundskola 2003

Keywords
utvärdering
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-3357 (URN)3316 (Local ID)3316 (Archive number)3316 (OAI)
Available from: 2008-09-30 Created: 2008-09-30 Last updated: 2011-01-10Bibliographically approved
Åström, M. (2005). Is there a relation between integrated or subject specific science teaching and student knowledge in science?: European Science Education Research Association, Barcelona, 28/8-1/9 2005.
Open this publication in new window or tab >>Is there a relation between integrated or subject specific science teaching and student knowledge in science?: European Science Education Research Association, Barcelona, 28/8-1/9 2005
2005 (English)Conference paper, Published paper (Other scientific)
Abstract [en]

A poster presentation of the results of a statistical enquiry of the organisation of science in biology, physics and chemistry of as one subject of science

Keywords
Science teaching, student knowledge
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-609 (URN)3295 (Local ID)3295 (Archive number)3295 (OAI)
Available from: 2008-09-30 Created: 2008-09-30Bibliographically approved
Organisations

Search in DiVA

Show all publications