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  • 1.
    Eliasson, Nina
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Att kommunicera skolans naturvetenskap: ett genusperspektiv på elevers deltagande i gemensam och enskild kommunikation2017Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Both individual and whole class communication of students are described in this thesis, which is based on a clear gender perspective. Two articles describe the participation of boys and girls in communication with the whole class, the empirical data collected consisting of videotaped lessons. The extent to which boys and girls participate in the communication is reported in the first study, and in the second the extent to which boys and girls respond to the teacher's closed or open questions about science is presented. The third study reports boys' and girls' individual communication when responding to written science questions. The summary chapter ties the results together from the perspective of Positioning Theory, making the thesis a result of Mixed Methods Research.

    Results show that boys participate in whole class communication more often than girls, with approximately the same level of dominance as shown in research from the early 80s. Boys also answer more questions than girls, the differences becoming apparent when teachers ask closed questions that can be answered in one or two words. In isolation, girls answer written questions to the same extent as boys, but give longer responses containing a more developed scientific language.

    Results showing that boys position themselves as knowledgeable more often than girls when teachers ask closed questions, are explained from the perspective of Positioning Theory. Girls more often position themselves as knowledgeable when teachers ask open questions that require reflection. In test situations, with time for reflection, the boys and girls position themselves as knowledgeable students to the same extent.

    Teachers need to be aware of the positioning attempts created by teaching, and consequently take into account that different approaches in teaching provide boys and girls with different access to the communication space.

  • 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.
    Lenner, Lena
    Mid Sweden University, Faculty of Science, Technology and Media.
    Lundgren, Maria
    Specialpedagogiska myndigheten.
    Boys' and Girls' written responses to PISA science questions2017In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 13, no 2, p. 149-162Article in journal (Refereed)
    Abstract [en]

    For the first time student responses to science questions from the Swedish PISA 2006 Main Study and the PISA 2015 Field Trial have been used in order to investigate differences in boys’ and girls’ written responses. Students’ correct and incorrect answers to the science questions are studied with respect to response length, the number of everyday words used, and the inclusion of nouns and long words in the responses. The results reveal that girls give longer and denser correct responses to most of the questions, compared to boys. The difference in response length cannot be explained by girls’ excessive use of the most common Swedish words, since boys and girls use the same proportion of these words. For incorrect answers the only difference between boys and girls is in the response length, since girls give longer answers than boys.

  • 3.
    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.

  • 4.
    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.
    Sørensen, Helene
    Aarhus University, København NV, Denmark.
    The role of questions in the science classroom: how girls and boys respond to teachers' questions2017In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 39, no 4, p. 433-452Article in journal (Refereed)
    Abstract [en]

    The purpose of this study was to explore (a) to what extent male and female science teachers pose different types of questions and (b) if the type of science question posed influences the extent to which boys or girls respond to them. Transcripts of the teacher–student interaction in a whole-class situation were analysed, with attention paid to interactions that involved science questions. Closed and open questions were used. Results revealed that the percentage of closed questions posed corresponded to 87%. Results show that teachers mainly use closed questions, and responses from boys to closed questions are in the majority regardless of if the question is posed by a female teacher (56%) or a male teacher (64%). Both categories of closed questions are mainly considered lower order questions that do not facilitate higher cognitive levels in students. Thus, a direct consequence of an excessive use of this type of questions may be that both boys and girls will be given less opportunities to practise their ability to talk about science. Less access to general classroom interaction may also affect girls’ attitudes to science in a negative way which could ultimately hamper the recruitment of girls to higher scientific studies.

  • 5.
    Eliasson, Nina
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Pettersson, Astrid
    Stockholms universitet.
    Problemlösning i PISA2018In: Pisa under 15 år: resultat och trender / [ed] Ulf Fredriksson, Karl Göran Karlsson & Astrid Pettersson, Stockholm: Natur och kultur, 2018, p. 104-114Chapter in book (Other academic)
  • 6.
    Eliasson, Nina
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Sørensen, Helene
    DPU, Aarhus University, Tuborgvej, København, Denmark .
    Karlsson, Karl Göran
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Teacher-Student Interaction in Contemporary Science Classrooms: Is Participation Still a Question of Gender?2016In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 38, no 10, p. 1655-1672Article in journal (Refereed)
    Abstract [en]

    We show that boys still have a greater access to the space for interaction in science classrooms, which is unexpected since in Sweden today girls perform better in these subjects than boys. Results from video-recorded verbal communication, referred to here as interaction, show that the distribution of teacher–student interaction in the final year of lower secondary school follows the same patterns as in the 1980s. The interaction space for all kinds of talk continues to be distributed according to the two-thirds rule for communication in science classrooms as described by previous research. We also show that the overall interaction space in science classrooms has increased for both boys and girls when talk about science alone is considered. Another finding which follows old patterns is that male teachers still address boys more often than girls. This holds true both for general talk and for talk about science. If a more even distribution of teacher–student interaction is desirable, these results once again need to be considered. More research needs to be undertaken before the association between girls’ attitudes and interest in science in terms of future career choice and the opportunity to participate in teacher–student interaction is more clearly understood.

  • 7.
    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)
  • 8.
    Fredriksson, 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.
    Pettersson, Astrid
    Stockholms universitet.
    Taube, Karin
    Umeå universitet.
    Flickor och pojkar i PISA-undersökningarna2018In: Pisa under 15 år: resultat och trender / [ed] Ulf Fredriksson, Karl Göran Karlsson & Astrid Pettersson, Stockholm: Natur och kultur, 2018, p. 131-146Chapter in book (Other academic)
  • 9.
    Hammarberg, Nina
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Natural Sciences, Engineering and Mathematics.
    Teacher Assessment in Science for the Compulsory School2010In: XIV IOSTE, International Organization for Science and Technology Education: Socio-cultural and Human Values in Science and Technology Education / [ed] Slavko Dolinšek, Terry Lyons, 2010Conference paper (Refereed)
  • 10.
    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)
  • 11.
    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)
  • 12.
    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.

  • 13.
    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)
  • 14.
    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)
  • 15.
    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)
1 - 15 of 15
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