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  • 1.
    Eriksson, Ingela
    et al.
    Umeå universitet.
    Åström, Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Resultat och erfarenheter av de nationella kursproven B, C, D och E2002In: Dokumentation av 12:e matematikbiennalen: [Norrköping 24-26 januari 2002] : matematik i tiden, Linköping: Universitet , 2002, p. 543-Conference paper (Other scientific)
  • 2.
    Hellström, Timo
    et al.
    Umeå universitet.
    Lundgren, Kjell
    Åström, Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Resultat och erfarenheter av nationella prov på gymnasiet2000In: Dokumentation av 11:e Matematikbiennalen, Göteborg 27-29 januari 2000: tid för matematik, Göteborg: Nationellt centrum för matematikutbildn., Univ. , 2000, p. 679-Conference paper (Other scientific)
  • 3.
    Hummelgård, Magnus
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Åström, Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Karlsson, K. G
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Olin, Håkan
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Student-built Scanning-Tunneling-Microscope used in CDIO project oriented courseManuscript (Other academic)
  • 4.
    Karlsson, Karl Göran
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Kjaernsli, Marit
    Lie, Svein
    Åström, Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Scientific Literacy and Educational Reforms in Norway and Sweden 2006In: 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.

  • 5.
    Åström, Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Hur ska vi värdera utvärderingarna av grundskolan2005In: LMNT-nytt / Riksföreningen för lärarna i matematik, naturvetenskap och teknik, ISSN 1402-0041, no 1, p. 4-5Article in journal (Other scientific)
    Abstract [sv]

    En översikt av tre utvärderingar av svenska grundskola 2003

  • 6.
    Åström, Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Integrated and Subject-specific: an empirical exploration of Science education in Swedish compulsory schools2007Licentiate thesis, monograph (Other scientific)
  • 7.
    Åström, Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering and Sustainable Development.
    Integrated and Subject-specific science education in Swedish compulsory school (poster): Differences in student activities2007In: 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 (Refereed)
  • 8.
    Åström, Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    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)2006Conference 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.

  • 9.
    Åström, Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Integrative science education - pros, cons and occurrence in Swedish compulsory school2004In: International Organization for Science and Technology Education / XI IOSTE Symposium, 25-30 July 2004, Lublin, Poland, 2004Conference paper (Other scientific)
    Abstract [en]

    This article concerns the question of organizing science education. A post millennium description gives some empirical findings among the Swedish compulsory schools and among the teachers in the study when focusing on the question of organizing science education. This article aims at describing different ways of organizing science education in the Swedish school system at the compulsory level. That is, teaching science education in an integrative manner or as a specific subject, e.g. biology, chemistry and physics, and its prerequisites. Understanding the science content is of importance in understanding in which way a specific subject in the science sphere can be brought to the students. Therefore, it is of great interest to lay an up-to-date foundation on this matter and to describe teachers´ �best ways� of teaching science to the student. This is initially done by describing different ways of organizing science education in the Swedish compulsory schools of today. Another aim in the article is to describe some empirical findings. The sample was a random choice of schools. Students were fifteen years old in the last year of compulsory school in Sweden. The article will give some examples of different ways of teachers planning their teaching in classes using more of a curriculum integrated structure or a more subject differentiated structure. Different schools have different ways of organizing the structure of their science education, but this study shows that more than half of them teach science parted in different subjects. One third of the schools only teach integrated science. The remaining part of the schools teach the science content integrated - as well as in a specific manner - to the same group of students. So, as the pros and cons on integrative teaching science have been debated since the late sixties, and was much wished upon in the eighties, it still, today causes much debate among teachers.

  • 10.
    Åström, Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    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 20052005Conference 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

  • 11.
    Åström, Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Några korta bilder från ICASE 2007 i Perth, Australien2007In: LMNT-nytt / Riksföreningen för lärarna i matematik, naturvetenskap och teknik, ISSN 1402-0041, no 2, p. 4-5Article in journal (Other scientific)
  • 12.
    Åström, Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Referat om OECD:s PISA-utvärdering år 20032003In: LMNT-nytt, ISSN 1402-0041, p. 29-29Article in journal (Other academic)
  • 13.
    Åström, Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Swedish National Mathematics and Science Tests: Bedömningar och bedömningsgrunder2000In: LMNT-nytt / Riksföreningen för lärarna i matematik, naturvetenskap och teknik, ISSN 1402-0041, no 2Article in journal (Other scientific)
  • 14.
    Åström, Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    The process of developing relevant content - Assessment in Science Education in Sweden2003In: Preecedings of ICASE 2003 World Conference on Science and Technology Education, 2003Conference paper (Other scientific)
  • 15.
    Åström, Maria
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Hummelgård, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Olin, Håkan
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Karlsson, Karl Göran
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Project as a way to integrate science at university level2006In: Third Scandinavian Symposium on research in science education, 2006Conference paper (Other scientific)
  • 16.
    Åström, Maria
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Karlsson, Karl-Göran
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Using hierarchical linear models to test differences in Swedish results from OECD's PISA 2003: Integrated and Subject-specific science education2007In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, no 2, p. 121-131Article in journal (Refereed)
    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.

  • 17.
    Åström, Maria
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Karlsson, Karl-Göran
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Vad har hänt med naturvetenskapen? Några svenska resultat från PISA 2003.2005Conference paper (Refereed)
    Abstract [sv]

    Problemställning: Vi vill undersöka vilka förändringar som skett i de svenska resultaten inom Scientific literacy i PISA 2003 jämfört med motsvarande resultat i PISA 2003. Vi har två specifika frågeställningar: 1. Vilka förändringar finns med avseende på elevernas medelresultat i kognitivt avseende mellan de båda undersökningarna? 2. Vilka förändringar finns i resultaten för olika undergrupper? Vi vill särskilt studera effekterna av socioekonomisk bakgrund, invandrarbakgrund och prestationsnivå. Metod: För den första frågeställningen används de data som publicerats i den internationella och nationella rapporteringen från PISA 2003. För frågeställningarna under den andra punkten sker utvidgade statistiska analyser av såväl bakgrundsdata som elevresultat som insamlats inom ramen för PISA 2003. För elever på olika prestationsnivåer görs också vissa jämförelser på nordisk nivå.

  • 18.
    Åström, Maria
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Karlsson, Karl-Göran
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Hummelgård, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Olin, Håkan
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Building a Scanning Tunneling Microscope: A Continuing Project in an Engineering Physics Program (poster)2007In: 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 (Refereed)
  • 19.
    Åström, Maria
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Lindh, B.
    Refererat från ICASE 2003 i Penang, Malaysia2003In: LMNT-nytt / Riksföreningen för lärarna i matematik, naturvetenskap och teknik, ISSN 1402-0041, no 2, p. 16-19Article in journal (Other scientific)
  • 20.
    Åström, Maria
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Mattsson, G
    Sagar, H
    Svensson, M
    IOSTE XI konferens om naturvetenskapens didaktik i Polen 25-30 juli 20042004In: LMNT-nytt, ISSN 1402-0041, no 2Article in journal (Other scientific)
    Abstract [sv]

    Konferensreferat från IOSTE 11

1 - 20 of 20
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