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  • 1.
    Davidsson, Eva
    et al.
    Malmö högskola.
    Karlsson, Karl Göran
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Oskarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Trender och likvärdighet : Svenska elevers resultat på PISA naturvetenskap i en internationell jämförelse2013In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 22, no 3, p. 37-52Article in journal (Refereed)
  • 2.
    Eliasson, Nina
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Karlsson, Karl Göran
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Oskarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    PISA 2012 - Digital problemlösningsförmåga hos 15-åringar i ett internationellt perspektiv2014Report (Other academic)
    Abstract [sv]

    I PISA 2012 genomfördes för första gången ett digitalt prov i problemlösning, i vilket ca 1250 svenska 15-åringar från 209 skolor deltog. Problemlösning kräver bland annat nyfikenhet, uthållighet och kritiskt tänkande. Att kunna lösa problem är också en av de förmågor som på senare tid alltmer har uppmärksammats som betydelsefulla för framgång i utbildning och arbetsliv. Det digitala problemlösningsprovet genomfördes av 28 OECD-länder och 16 icke OECD-länder.

  • 3.
    Frediksson, Ulf
    et al.
    Stockholms universitet.
    Rasmusson, Maria
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Eliasson, Nina
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Oskarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Pettersson, Astrid
    Stockholms universitet.
    Sollerman, Samuel
    Stockholms universitet.
    Karlsson, Karl Göran
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Inhemska elever och elever med utländsk bakgrund i PISA-undersökningarna2018In: Pisa under 15 år: resultat och trender / [ed] Ulf Fredriksson, Karl Göran Karlsson & Astrid Pettersson, Stockholm: Natur och kultur, 2018, p. 147-160Chapter in book (Other academic)
  • 4. Fredriksson, Ulf
    et al.
    Oskarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Skolans likvärdighet i ett internationellt perspektiv2013In: Slaget om den likvärdiga skolan, Stockholm: Kata , 2013, p. 67-80Chapter in book (Other (popular science, discussion, etc.))
  • 5.
    Fredriksson, Ulf
    et al.
    Stockholms universitet.
    Sundgren, Marcus
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Lundgren, Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Oskarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Digital och traditionell läsning: Analys av olika elevgruppers läsning utifrån PISA 20092013Report (Other academic)
    Abstract [sv]

    Denna fördjupningsstudie analyserar data från PISA 2009 och jämför goda digitala och goda traditionella läsare med avseende på bakgrundsfaktorerna kön, socioekonomisk bakgrund och migrationsbakgrund. Studien jämför också elevernas läslust och läsvanor.

  • 6. Ingemansson, Ingmar
    et al.
    Karlsson, Karl Göran
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Oscarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Pettersson, Astrid
    Taube, Karin
    Faculty of Educational Sciences, Department of Education.
    PISA 2006: 15-åringars förmåga att förstå, tolka och reflektera - naturvetenskap, matematik och läsförståelse2007Report (Other scientific)
    Abstract [sv]

    I PISA 2006 är naturvetenskapen i fokus. Svenska elever presterar på genomsnittlig OECD-nivå. Svenska elever presterar betydligt bättre inom områden som rör ren begreppsförståelse än inom tillämpningsområden. Även i matematik är resultaten genomsnittliga, medan svenska elever är fortsatt goda läsare.

  • 7. Jidesjö, Anders
    et al.
    Oscarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Students´ attitudes to science. Some results from the ROSE-project in Sweden.2004Conference paper (Other academic)
    Abstract [en]

    The ROSE-project tries to trap aspects of the interest in science education through a questionnaire about attitudes to science and technology among 15 year old students. The underlying idea is that the lack of relevance of the science and technology curriculum is one of the greatest barriers for good learning, and for interest in these subjects. There are about 40 countries taking part in ROSE and in Sweden we received data from 29 schools with a total sample of 751 students. Girls, just like the boys, show interest in space and life in other places of the universe. However, girls� most favourable items concerns health, fitness, dreams and occultism. Boys display a keen interest in cosmology, the function of technological advices and what can happen with the human body in different situations. Throughout, girls are more interested than boys and we interpret the result as an effect of the fact that girls are more successful in the read and write school that exists in Sweden today. Many of the items teachers traditionally teach in our science classes, like science fact, are found among items students do not want to learn. Instead students want to learn about things science cannot yet explain and do not have a clear opinion about. With the results from the ROSE project we find clear and distinct proofs that the science curriculum must bee renewed, if we want the rising generation to experience science and technology as being relevant.

  • 8.
    Johansson, Helena
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Oskarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Nyström, Peter
    NCM, Göteborgs Universitet.
    Fysikbegreppets flyktighet: En konsekvens av kursplaneförändringar?2019In: Från forskning till fysikundervisning: Bidrag från konferensen 10-11 april 2018 i Lund arrangerad av Nationellt Resurscentrum för Fysik / [ed] K. Stolpe, G. Höst, & A. Larsson, Linköping, Sverige: Linköping University Electronic Press, 2019, p. 33-46Conference paper (Refereed)
    Abstract [sv]

    TIMSS Advanced är en internationell studie om gymnasieelevers kunskaperi avancerad matematik och fysik. Studien har genomförts tregånger, 1995, 2008 och 2015, och Sverige har deltagit alla tre gångerna.Resultaten från senaste studien visade att svenska gymnasieeleverpresterade bättre i matematik men sämre i fysik jämfört med resultatenfrån 2008. Normalt brukar prestationerna i matematik och fysikföljas åt och det är därför intressant att undersöka tänkbara orsakertill de försämrade fysikresultaten. Resultatet visar för det första på försämraderesultat på uppgifter som tidigarelagts i undervisningen närde nya ämnesplanerna i fysik infördes 2011 och för det andra på försämraderesultat på uppgifter som mäter begreppsbildning i fysik.Detta kan tyda på att eleverna hade glömt områden som behandlades iundervisningen året innan provet gick, men kan också tyda på att elevernaskunskaper var alltför ytliga. Slutsatsen blir att man tydligarebör studera vad som händer när kurser och kursinnehåll förändras.

  • 9.
    Johansson, Helena
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Oskarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Nyström, Peter
    Göteborgs Universitet.
    Glömska eller ytliga fysikkunskaper: Fördjupad analys av svenska elevers sjunkande fysikresultat i TIMSS Advanced 20152018Report (Other academic)
    Abstract [sv]

    TIMSS Advanced (Trends in Mathematics and Science Study ) är en internationell studie som undersöker gymnasieelevers kunskaper i avancerad matematik och fysik. TIMSS Advanced har genomförts tre gånger, 1995, 2008 och 2015, och Sverige har deltagit varje gång. I 2015 års studie deltog svenska elever i årskurs 3 på naturvetenskaps-och teknikprogrammet som slutfört eller håller på att slutföra kursen matematik 4 respektive fysik 2. Resultaten visade att Sverige förbättrat sina resultat i matematik medan resultaten i fysik försämrats. Dessa resultat brukar normalt följas åt och denna rapport undersöker möjliga orsaker till de sjunkande fysikresultaten i TIMSS Advanced.

  • 10.
    Karlsson, K G
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Oscarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Lärande i arbetet: bilder från några skolutvecklingsprojekt2003Book (Other academic)
    Abstract [sv]

    Åtta skolutvecklingsprojekt inom ramen för projektet "Lärande i arbetet" beskrivs och kommenteras. Små och stora skolor i Jämtland har genomfört detta EU-projekt och vi visar på skillnader och förutsättingar i genomförandet

  • 11.
    Karlsson, Karl Göran
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Oscarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Fysik i ingenjörsutbildningen2002In: Sju ämnesdidaktiska artiklar, Härnösand: Institutionen för humaniora, Mitthögskolan , 2002, p. 33-50Chapter in book (Other scientific)
    Abstract [sv]

    Den obligatoriska fempoängskursen i fysik som ingår i Mitthögskolans ingenjörsutbildningar uppfattas som svår. Vi har undersökt kursen som genomfördes våren 2001 i Härnösand och Sundsvall. Efter två tentamina är knappt hälften av studenterna godkända. Låg studiemotivation, som dessutom minskar under kursens gång, i kombination med begränsade arbetsinsatser tycks förklara en stor del av det dåliga resultatet. Den bristande motivationen kan förklaras av att studenterna inte uppfattar innehållet som nyttigt varken för de vidare studierna eller för sitt kommande yrkesliv.

  • 12.
    Karlsson, Karl Göran
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Oskarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Likvärdighet2018In: Pisa under 15 år: resultat och trender, Stockholm: Natur och kultur, 2018, p. 115-130Chapter in book (Other academic)
  • 13.
    Karlsson, Karl Göran
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Oskarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Eliasson, Nina
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Naturvetenskap i PISA2018In: Pisa under 15 år: resultat och trender / [ed] Ulf Fredriksson, Karl Göran Karlsson & Astrid Pettersson, Stockholm: Natur och kultur, 2018, p. 86-103Chapter in book (Other academic)
  • 14.
    Karlsson, Karl Göran
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Oskarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Fredriksson, Ulf
    Stockholms universitet.
    Svenska resultat i internationell jämförelse2018In: Pisa under 15 år: resultat och trender / [ed] Ulf Fredriksson, Karl Göran Karlsson & Astrid Pettersson, Stockholm: Natur och kultur, 2018, p. 161-169Chapter in book (Other academic)
  • 15. Kullerstedt, Margareta
    et al.
    Nyström, Anders
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Oscarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Risberg-Borg, Kerstin
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Hur ser ungdomar på naturvetenskap?: Projektarbete. NOT-projektet.2004Report (Other scientific)
    Abstract [sv]

    Vi presenterar en kartläggning av 13-åringars attityder till och erfarenheter av naturvetenskap och teknik. Det visar sig att ungdomarna prioriterar tid för familj och vänner samt ett intressant arbete. I skolan vill de lära sig om dinosaurier, vulkaner, åska och hur djur kommunicerar. Kunskaper som ljus-optik och hur tvättmedel fungerar kommer längst ner på popularitetslistan. Det tyder på att innehållet i NO-undervisningen bör förändras. Eleverna anger jämförelsevis få ämnen de vill lära sig mer om och det visar att skolan måste konkurrera om utrymmet i det moderna informationssamhället Flickorna visar större tilltro till forskning och vetenskap än pojkarna. De är mindre oroliga för att vetenskapen ska påverka vår miljö negativt eller skapa problem för samhället. Pojkarna tycker i högre grad än flickorna att vetenskap är intressant och spännande, men oroar i gengäld för dess skadeverkningar.

  • 16.
    Osborne, Jonathan
    et al.
    Stanford Univ, Grad Sch Educ, Sci Educ, Stanford, CA 94305 USA..
    Oskarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics. Mid Sweden Univ, Harnosand, Sweden..
    Serder, Margareta
    Malmo Univ, Malmo, Sweden..
    Sjoberg, Svein
    Univ Oslo, Sci Educ, Oslo, Norway..
    The PISA Science Assessment for 2015 and the Implications for Science Education: Uses and Abuses2017In: COGNITIVE AND AFFECTIVE ASPECTS IN SCIENCE EDUCATION RESEARCH / [ed] Hahl, K Juuti, K Lampiselka, J Uitto, A Lavonen, J, Springer, 2017, p. 191-203Conference paper (Refereed)
    Abstract [en]

    Science is the major focus of PISA in 2015. Hence this chapter seeks to explore the positive and negative aspects of the PISA assessments. The chapter begins with a description of the new framework used for the science assessment in 2015. This provides an explanation of the changes and possible improvements from the 2006 framework. There then follow three contributions that explore the major social and political impact that PISA is having on education systems, schools and the learning of science going from the global to the local. Beginning with the global, the first argues that PISA should be seen in a political and cultural context, and as an instrument of power in that PISA has led to a global race in education, and is being used to legitimize neoliberal school reforms that are detrimental to the values usually promoted by educators in many countries. The next two contributions are drawn from an exploration of the effects of PISA in one country – Sweden. Taking a systemic view, the first argues that the PISA results provide a much needed external indicator and measure of the performance of the system in any one country showing how educational attainment has declined significantly in comparison to other countries and, in addition, exposing the increasing divergence between high and low performers. Such data provides a useful contrast to internal measures which may offer a different picture. The final contribution draws on a study that has explored how groups of 15-year-old students from an average comprehensive school interpret the PISA items and construct responses. The findings from this work cast doubt on the validity and comparability of the results between countries. The primary goal of this paper is to explore what PISA offers and to raise questions about its value for researchers and educators.

  • 17.
    Oscarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Interest profiles in science among 15-year old students in Sweden. : IOSTE XII symposium2006Conference paper (Other scientific)
    Abstract [en]

    The ROSE questionnaire asks about what science topics 15-year old students want to learn. By making a factor analysis of results from Sweden, it was possible to derive 18 factors. The factor with strongest connection to student interested in school science is created by topics like explosive chemicals, ABC weapons, electric shocks, atoms and molecules. A minority of the students has these interests and they appreciate school science and tend to choose science for upper secondary level. The factor analysis also shows that the students own interests govern their choice for upper secondary school.

  • 18.
    Oscarsson, Magnus
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Jidesjö, A
    Science teachers´ instruction in relation to students´ interests and experiences Two divergent agendas: IOSTE XII symposium2006Conference paper (Other scientific)
    Abstract [en]

    Students´ attitudes to science and technology are measured with a questionnaire in an international research project called ROSE, the Relevance Of Science Education. This is done by asking questions about what 15-year-old students want to learn about, their experiences in and outside school and their opinions about science and technology. In another questionnaire, science teachers in Sweden were asked the same questions. Comparing these data shows that science in school is many times not in line with the young people of today. Trying to understand this situation can help in developing a science agenda in service of the learners.

  • 19.
    Oscarsson, Magnus
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Jidesjö, Anders
    What Science Teachers Teach and Its Relations to Students Interest in Science and Technology2005Conference paper (Refereed)
  • 20.
    Oscarsson, Magnus
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Natural Sciences, Engineering and Mathematics.
    Jidesjö, Anders
    Karlsson, Karl Göran
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Natural Sciences, Engineering and Mathematics.
    Strömdahl, Helge
    Science for all or science for some: What Swedish science students want to learn about in secondary science and technology and their opinions on science lessons.2009In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 5, no 2, p. 213-229Article in journal (Refereed)
    Abstract [en]

    This article presents Swedish results from ‘the Relevance of Science Education’ (ROSE) study, which is a large world wide comparative research project based at the University of Oslo. The Swedish sample consisted of 751 students, most of whom were 15 years old, from 29 schools and data were collected inspring 2003. Student opinions about science lessons are presented in relation to enrolment intentions for upper secondary school together with what they want to learn about in science and technology.The findings indicate that secondary science instruction seems to address only a minority of the students, those that have chosen science or technology in their further education. At the same time, all students have interest in science and technology and many seem most interested in some important issues in societal development. The results are discussed from the perspective of learners and contribute to the debate about establishing a scientific literacy approach in compulsory education.

  • 21.
    Oscarsson, Magnus
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Natural Sciences, Engineering and Mathematics.
    Jidesjö, Anders
    Strömdahl, Helge
    Karlsson, Karl Göran
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Natural Sciences, Engineering and Mathematics.
    Science in society or science in school: Swedish secondary teachers' beliefs about science and science lessons compared with what their students want to learn2009In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 5, no 1, p. 18-34Article in journal (Refereed)
    Abstract [en]

    Abstract This article presents comparisons concerned with secondary school science teachers’ and their students’

    beliefs about science and technology and also what science content secondary science teachers

    teach and what their students want to learn. Student data are part of the Relevance of Science Education

    (ROSE) study and the teacher data are part of an extensive study carried out only in Sweden. The

    results indicate that both secondary science teachers and their students are optimistic about science

    and technology as essential parts of societal development. When content from these knowledge fields

    is considered for instruction, significant disparities exist between what teachers teach and what their

    students want to learn. Additional results concerning the secondary science teachers’ beliefs, ‘out-ofschool

    experiences’, ‘Science Technology and Society’ (STS) approaches and ‘inquiry-based instruction’

    are pointed out as important for the development of science instruction in secondary schools. The

    results are discussed in the contexts of students’ voices and teachers’ beliefs.

  • 22.
    Oscarsson, Magnus
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Natural Sciences, Engineering and Mathematics.
    Karlsson, Karl Göran
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Natural Sciences, Engineering and Mathematics.
    Health Care or Atom Bombs: Interest profiles in science among 15-year old students in Sweden2011In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 7, no 2, p. 190-201Article in journal (Refereed)
    Abstract [en]

    The ROSE survey explores which science topics 15-year-old students want to study. By carrying out a factor analysis on results from Sweden it was possible to describe ten interest profiles. The interest profile with the strongest connection to the students’ interest in school science consists of topics such as explosive chemicals, ABC weapons, electric shocks, atoms and molecules. Only a minority of the students has these interests, but it is this minority who appreciates school science and who chooses to study science at upper secondary school. The factor analysis also reveals large differences between genders and furthermore, that the students’ own interests govern their choice of study programme at upper secondary school.

  • 23.
    Oskarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    En marknadsstyrd skola2017In: Flip the system: Förändra skolan från grunden / [ed] Per Kornhall, Jelmer Evers, René Kneybers, Lund: Studentlitteratur, 2017, p. 43-54Chapter in book (Other (popular science, discussion, etc.))
  • 24.
    Oskarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Vart tog världens bästa skola vägen?2014In: Skolan ut ur krisen / [ed] Lina Stenberg, Stockholm: Tiden , 2014Chapter in book (Other (popular science, discussion, etc.))
  • 25.
    Oskarsson, Magnus
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education. Mid Sweden University.
    Eliasson, Nina
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Everyday knowledge in Timss20152019Conference paper (Refereed)
  • 26.
    Oskarsson, Magnus
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Eliasson, Nina
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Karlsson, Karl-Göran
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Verkliga vardagssammanhang i årskurs 4 eller kontextlös kunskap i årskurs 8?: Everyday life context in grade 4 or knowledge without context in grade 82017In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 13, no 1, p. 36-51Article in journal (Refereed)
    Abstract [en]

    International comparisons of students’ knowledge as TIMSS and PISA have shown that Swedish students' knowledge of science deteriorated during the 2000s, compared to both previous years and to other countries. In grade 4, however, the results improved between 2007 and 2011 and Sweden is one of the countries showing the greatest difference between the results in grade 4 and grade 8, suggesting a weak knowledge development in science between these grades.

    This study compares Swedish pupils' results for individual tasks in Science in TIMSS 2011 with an average score of countries in the EU or OECD. The items are classified by whether they are put in a context and if they ask for school specific knowledge or if they could be solved with knowledge from sources outside school. A large proportion of the items in grade 4 is linked to a context and to students' everyday lives, which explains the good results for the younger students.  Few items in grade 8 are of interest for the students or linked to students' daily lives and on these items Swedish students often perform below average for the EU / OECD, which contributes to the less favorable outcome in grade 8. The weak development of knowledge between grades 4 and 8 that is indicated by TIMSS suggests that the formalized science classes in school do not reach the students and it points to the need for a clearer connection to students' interests and experiences.

  • 27.
    Oskarsson, Magnus
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Karlsson, K G
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Pisa ur ett forskarperspektiv2017In: Utvärdering och bedömning i skolan / [ed] Agneta Hult, Anders Olofsson, Stockholm: Natur och kultur, 2017, 2, p. 45-61Chapter in book (Other academic)
  • 28.
    Oskarsson, Magnus
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Westman, Anna-Karin
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Jidesjö, Anders
    Linköping University.
    Roses - The Relevance Of Science Education Second2019Conference paper (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.

  • 29.
    Pettersson, Astrid
    et al.
    Stockholms universitet.
    Oskarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Fredriksson, Ulf
    Stockholms universitet.
    Karlsson, Karl Göran
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Sollerman, Samuel
    Stockholms universitet.
    Eliasson, Nina
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Rasmusson, Maria
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Sundgren, Marcus
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    PISA 2012: 15-åringars kunskaper i matematik, läsförståelse och naturvetenskap2013Report (Other academic)
  • 30.
    Rasmusson, Maria
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Oskarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Eliasson, Nina
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Lundgren, Maria
    Specialpedagogiska skolmyndigheten.
    Karlsson, Karl Göran
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Fredriksson, Ulf
    Stockholms universitet.
    Pettersson, Astrid
    Stockholms universitet.
    Sollerman, Samuel
    Stockholms universitet.
    PISA 2015: 15-åringars kunskaper i naturvetenskap, läsförståelse och matematik2016Report (Refereed)
  • 31.
    Taube, Karin
    et al.
    Umeå Universitet.
    Fredriksson, Ulf
    Stockholms Universitet.
    Rasmusson, Maria
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Karlsson, K.G.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Natural Sciences, Engineering and Mathematics.
    Pettersson, Astrid
    Stockholms Universitet.
    Ingemansson, Ingmar
    Stockholms Universitet.
    Hammarberg, Nina
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Natural Sciences, Engineering and Mathematics.
    Oscarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Natural Sciences, Engineering and Mathematics.
    Sundgren, Marcus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Natural Sciences, Engineering and Mathematics.
    Rustad att möta framtiden?: PISA 2009 om 15-åringars läsförståelse och kunskaper i matematik och naturvetenskap2010Report (Other academic)
  • 32.
    Westman, Anna-Karin
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Oskarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Students’ engagement in a new learning environment2018Conference paper (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.

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