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Åberg-Bengtsson, Lisbeth
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Publications (10 of 12) Show all publications
Sträng, M. H. & Åberg-Bengtsson, L. (2010). "Where do you think the water comes from?" Teacher-pupil dialogues about water as an environmental phenomenon. Scandinavian Journal of Educational Research, 54(4), 313-333
Open this publication in new window or tab >>"Where do you think the water comes from?" Teacher-pupil dialogues about water as an environmental phenomenon
2010 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 54, no 4, p. 313-333Article in journal (Refereed) Published
Abstract [en]

This article presents results from a study of 36 pupils (8-10 years of age) in face-to-face conversations with their teachers about water as an environmental phenomenon based on a photograph of a rainforest. The teachers' rather vague goal was to have the pupils talk about the water cycle. The sessions were audio-recorded and analyzed with respect to: (1) scaffolding strategies used by the teachers, (2) possible implications of these strategies on the pupils' sense-making, and (3) what accounts of the water cycle as a school-science learning-content were made. Three different patterns of scaffolding strategies were found. Some pupils did not even come close to talking about the water cycle, whereas others arrived at a rather fragmented picture. © 2010 Scandinavian Journal of Educational Research.

Keywords
Primary science; Scaffolding strategies; Teacher-pupil interaction; Water cycle
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-7274 (URN)10.1080/00313831.2010.493340 (DOI)2-s2.0-77954675972 (Scopus ID)
Available from: 2008-12-02 Created: 2008-12-01 Last updated: 2017-12-14Bibliographically approved
Sträng, M. & Åberg-Bengtsson, L. (2009). From the mountain and then?: Five-year-olds visiting the ‘Way of the water’ exhibition at a science centre.. International Journal of Early Childhood, 41(1), 13-31
Open this publication in new window or tab >>From the mountain and then?: Five-year-olds visiting the ‘Way of the water’ exhibition at a science centre.
2009 (English)In: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 41, no 1, p. 13-31Article in journal (Refereed) Published
Abstract [en]

The focus of this article is on ten 5-year-old children and their teacher visiting a ‘Way of the water’ exhibition (a large scale model showing the flow of water from the mountains to the sea) at a science centre and a later follow up discussion at a circle-time back at pre-school. The aims of the study were to analyse, describe and discuss (a) what learning-content was focussed upon, (b) what communicative strategies were adopted by the adults (i.e. the teacher and a museum guide) when talking with the children about the natural phenomena met at the ‘Way of the water’, and (c) how different contexts framed the interaction between the adults and the children. The results show that both the guide and the teacher focussed mainly on single facts about nature and cultural phenomena and only to a lesser degree on environmental processes. The adults adopted three different strategies with respect to how the learning-content was approached, namely providing facts, directing attention by posing questions, and asking for accounts. We argue that each of these communicative strategies was related to a particular contextual framing. The children were, at times, very spontaneous and followed rules for everyday social interaction, whereas, when prompted by the teacher to arrive at ‘correct’ answers, they adapted to the well known ‘inquiry-response-evaluation’ [IRE] pattern. There are no instances in the data where the children express the idea of a large-scale coherent model. On the contrary, they talked only about individual parts of the exhibition — that is to say, things they actually saw, heard or felt. This may, to a large extent, be due to the fact that the adults did not on any occasion attempt to explain the model. Possible reasons for this are suggested in the concluding discussion.

 

Keywords
Pre-school science - model understanding - science-centre experience - adult-children interaction
National Category
Pedagogy Pedagogical Work
Identifiers
urn:nbn:se:miun:diva-10954 (URN)10.1007/BF03168483 (DOI)
Available from: 2010-01-11 Created: 2010-01-11 Last updated: 2017-12-12Bibliographically approved
Åberg-Bengtsson, L. (2009). The smaller the better?: A review of research on small rural schools in Sweden. International Journal of Educational Research, 48(2), 100-108
Open this publication in new window or tab >>The smaller the better?: A review of research on small rural schools in Sweden
2009 (English)In: International Journal of Educational Research, ISSN 0883-0355, E-ISSN 1873-538X, Vol. 48, no 2, p. 100-108Article in journal (Refereed) Published
Abstract [en]

This review of 30 years of research in small rural schools in Sweden includes projects focusing directly upon rural education and rural schools, reports from national agencies, and official statistics. Two main foci were found: (i) the quality of education and pupils’ academic performance, and (ii) the economics of running schools in different types of demographic areas. A concordant picture stands out: (a) there are no indications that small rural schools do not provide an equally good education as other schools, but (b) the higher expenditure per pupil and decreasing population in sparsely populated areas increases the risk of school closures. The importance of the small rural school to the community receives peripheral attention at best in this body of research.

National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-8784 (URN)10.1016/j.ijer.2009.02.007 (DOI)2-s2.0-67349170064 (Scopus ID)
Available from: 2009-04-15 Created: 2009-04-15 Last updated: 2017-12-13Bibliographically approved
Åberg-Bengtsson, L. (2008). Patterns in English Language Proficiency: Some Differences and Similarities between Seven European Countries. In: : .
Open this publication in new window or tab >>Patterns in English Language Proficiency: Some Differences and Similarities between Seven European Countries
2008 (English)Conference paper, Published paper (Refereed)
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-7272 (URN)
Note
Paper presenterat vid the European Conference on Educational Research, ECER 2008, GöteborgAvailable from: 2008-12-11 Created: 2008-12-01 Last updated: 2009-01-05Bibliographically approved
Åberg-Bengtsson, L., Erickson, G., Gustafsson, J.-E., Ohlander, S. & Velling Pedersen, D. (2008). Similarities and differences in EFL proficiency : a multifaceted analytic approach: Poster presenterad vid the Fifth Annual EALTA (European Association for Language Testing and Assessment) Conference, Aten, Grekland. In: : .
Open this publication in new window or tab >>Similarities and differences in EFL proficiency : a multifaceted analytic approach: Poster presenterad vid the Fifth Annual EALTA (European Association for Language Testing and Assessment) Conference, Aten, Grekland
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2008 (English)Conference paper, Published paper (Refereed)
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-7270 (URN)
Note
Poster presenterad vid the Fifth Annual EALTA (European Association for Language Testing and Assessment) Conference, Aten, GreklandAvailable from: 2008-12-04 Created: 2008-12-01 Last updated: 2009-01-05Bibliographically approved
Erickson, G. & Åberg-bengtsson, L. (2007). A collaborative approach to national test development. In: Fourth Annual Conference of European Association for Language Testing and Assessment EALTA, Sitges, Spain, 15 - 17 June, 2007.
Open this publication in new window or tab >>A collaborative approach to national test development
2007 (English)In: Fourth Annual Conference of European Association for Language Testing and Assessment EALTA, Sitges, Spain, 15 - 17 June, 2007, 2007Conference paper, Published paper (Refereed)
Keywords
assessment, test development
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-4452 (URN)5438 (Local ID)5438 (Archive number)5438 (OAI)
Available from: 2008-09-30 Created: 2008-09-30Bibliographically approved
Åberg-Bengtsson, L. & Erickson, G. (2006). Dimensions of national test performance:: A two-level approach. Educational Research and Evaluation, 12(5), 469-488
Open this publication in new window or tab >>Dimensions of national test performance:: A two-level approach
2006 (English)In: Educational Research and Evaluation, ISSN 1744-4187, Vol. 12, no 5, p. 469-488Article in journal (Refereed) Published
Keywords
Assessment of students' performance, Interpretation of test scores, Compulsory School, Structural Equation Modelling, Multidimensionality, Two-level analysis
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-1114 (URN)10.1080/13803610600808115 (DOI)4747 (Local ID)4747 (Archive number)4747 (OAI)
Available from: 2008-09-30 Created: 2008-09-30 Last updated: 2011-01-10Bibliographically approved
Åberg-Bengtsson, L., Folkestad, L. & Granström, G. (2006). Recovery from orbital floor fractures:: A prospective study of patients’ and doctors’ experiences. International Journal of Oral and Maxillofacial Surgery, 35(6), 499-505
Open this publication in new window or tab >>Recovery from orbital floor fractures:: A prospective study of patients’ and doctors’ experiences
2006 (English)In: International Journal of Oral and Maxillofacial Surgery, ISSN 0901-5027, E-ISSN 1399-0020, Vol. 35, no 6, p. 499-505Article in journal (Refereed) Published
Keywords
Orbital floor fracture, Sequelae, Patients' Experience, Visual analogue scale (VAS)
National Category
Medical and Health Sciences Pedagogy
Identifiers
urn:nbn:se:miun:diva-1198 (URN)10.1016/j.ijom.2006.01.016 (DOI)4746 (Local ID)4746 (Archive number)4746 (OAI)
Available from: 2008-09-30 Created: 2009-06-07 Last updated: 2017-12-13Bibliographically approved
Åberg-Bengtsson, L. (2006). "Then you can take half ... almost ...:": Elementary students learning bar graphs and pie charts in a computer-based context. The Journal of Mathematical Behavior, 25(5), 116-135
Open this publication in new window or tab >>"Then you can take half ... almost ...:": Elementary students learning bar graphs and pie charts in a computer-based context
2006 (English)In: The Journal of Mathematical Behavior, ISSN 0732-3123, Vol. 25, no 5, p. 116-135Article in journal (Refereed) Published
Keywords
Graphicacy, Computer-based learning, Elementary students
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-812 (URN)10.1016/j.jmathb.2006.02.007 (DOI)4745 (Local ID)4745 (Archive number)4745 (OAI)
Available from: 2008-09-30 Created: 2008-09-30 Last updated: 2011-01-10Bibliographically approved
Gustafsson, J.-E. & Åberg-Bengtsson, L. (2006). Unidimensionality and interpretability of psychological instruments. In: New Directions in Measuring Psychological Constructs with Model-Based Approaches. Washington, DC: American Psychological Association (APA)
Open this publication in new window or tab >>Unidimensionality and interpretability of psychological instruments
2006 (English)In: New Directions in Measuring Psychological Constructs with Model-Based Approaches, Washington, DC: American Psychological Association (APA), 2006Chapter in book (Other academic)
Place, publisher, year, edition, pages
Washington, DC: American Psychological Association (APA), 2006
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-7278 (URN)
Note
inPressAvailable from: 2008-12-02 Created: 2008-12-01 Last updated: 2012-01-12Bibliographically approved
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