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  • 1.
    Andersson, Greger
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Brott och ideologi: -hur gestaltas brottslingar och hur förklaras kriminalitet ihögstadiets läroböcker i samhällskunskap?2018Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study aims at analyzing the content of high school textbooks in social sciences, more specifically the field of law and order, and comparing this with the current research situation in the field. Another purpose is to investigate whether the new type of serious gang crime, which in particular has grown in various immigrant suburbs, adjacent to our largest cities, as reported in the media in recent years, has also looked into the textbooks. The essay uses a constructivist theory formation. The constructivist theory considers that different actors, based on their ideological positions, create different descriptions of current social phenomena, descriptions aimed at influencing the recipient to incorporate specific perceptions of reality and values. In this context, the teaching materials become a political product that is not so much about describing a social phenomenon as complex and objective as possible a complex, but, above all, it will be understood as the attempt of the various parties to convey their specific interpretations and interests of the phenomenon. The survey shows that all analyzing textbooks directly or indirectly highlight the men and adolescents group, and to some extent also people in an exposed psychosocial position that overrepresented in a criminal context. In cases where textbooks address statements about people committing crimes, socio-economic and psychosocial vulnerabilities are mentioned, as well as explanations of the social plane in terms of control and casualty structures. In this regard, textbooks fail to report a broad and current research on the mechanisms of crime. None of the textbooks deal with the new crime that has emerged in different socially vulnerable areas to our metropolitan areas, believing that this has gained a lot of space in the media and that the syllabuses in social sciences emphasize that the subject will highlight current social phenomena. All books consistently choose to not treat people it with a foreign background's overrepresentation in a criminal context. Nor should it be noted that some people have a biological vulnerability in committing crimes, for example, that individuals with ADHD diagnosis are heavily overrepresented in crime statistics.

  • 2.
    Areskoug, Linn
    et al.
    Uppsala universitet.
    Asklund, HelenMid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Berättelsens möjligheter: Lärares reflektioner över fiktion2014Collection (editor) (Other academic)
  • 3.
    Areskoug, Linn
    et al.
    Uppsala universitet.
    Asklund, Helen
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Inledning2014In: Berättelsens möjligheter: Lärares reflektioner över fiktion / [ed] Areskoug, Linn och Asklund, Helen, Lund: Studentlitteratur AB, 2014, p. 13-40Chapter in book (Other academic)
  • 4.
    Augustsson, Gunnar
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Akademisk skribent - om att utveckla sitt vetenskapliga skrivande2012 (ed. 2)Book (Other academic)
  • 5.
    Bergqvist, Ewa
    et al.
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Dyrvold, Anneli
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Österholm, Magnus
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Relating vocabulary in mathematical tasks to aspects of reading and solving2012In: Evaluation and comparison of mathematical achievement: Dimensions and perspectives. Proceedings of MADIF 8, The Eighth Mathematics Education Research Seminar, Umeå, January 24-25, 2012 / [ed] Christer Bergsten, Eva Jablonka & Manya Raman, Linköping: SMDF , 2012, p. 61-70Conference paper (Refereed)
    Abstract [en]

    This paper focuses on relationships between vocabulary in mathematical tasks and aspects of reading and solving these tasks. The paper contains a framework that highlights a number of different aspects of word difficulty as well as many issues to consider when planning and implementing empirical studies concerning vocabulary in tasks, where the aspect of common/uncommon words is one important part. The paper also presents an empirical method where corpora are used to investigate issues of vocabulary in mathematical tasks. The results from the empirical study show that there are connections between different types of vocabulary and task difficulty, but that they seem to be mainly an effect of the total number of words in a task.

  • 6.
    Bergqvist, Ewa
    et al.
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Theens, Frithjof
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Österholm, Magnus
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Relations between linguistic features and difficulty of PISA tasks in different languages2016In: Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education / [ed] Csíkos, C., Rausch, A., & Szitányi, J., Szeged, Hungary: PME , 2016, p. 125-125Conference paper (Refereed)
  • 7.
    Bergqvist, Ewa
    et al.
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Österholm, Magnus
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    A theoretical model of the connection between the process of reading and the process of solving mathematical tasks2010In: Mathematics and mathematics education: Cultural and social dimensions. Proceedings of MADIF 7 / [ed] C. Bergsten, E. Jablonka & T. Wedege, Linköping, Sweden: Svensk förening för matematikdidaktisk forskning, SMDF , 2010, p. 47-57Conference paper (Refereed)
    Abstract [en]

    In this paper we suggest a theoretical model of the connection between the process of reading and the process of solving mathematical tasks. The model takes into consideration different types of previous research about the relationship between reading and solving mathematical tasks, including research about traits of mathematical tasks (a linguistic perspective), about the reading process (a psychological perspective), and about behavior and reasoning when solving tasks (a mathematics education perspective). In contrast to other models, our model is not linear but cyclic, and considers behavior such as re-reading the task.

  • 8.
    Bergqvist, Ewa
    et al.
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Österholm, Magnus
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Communicating mathematics or mathematical communication?: An analysis of competence frameworks2012In: Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education: Vol. 2: opportunities to learn in mathematics education / [ed] Tai-Yih Tso, 2012, p. 67-74Conference paper (Refereed)
    Abstract [en]

    In this study we analyse the communication competence included in two different frameworks of mathematical knowledge. The main purpose is to find out if mathematical communication is primarily described as communication of or about mathematics or if it is (also) described as a special type of communication. The results show that aspects of mathematics are mostly included as the content of communication in the frameworks but the use of different forms of representation is highlighted both in the frameworks and also in prior research as a potential cause for characterising mathematical communication differently than "ordinary" communication.

  • 9.
    Bergqvist, Ewa
    et al.
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Österholm, Magnus
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Språkbrukets roll i matematikundervisningen2014In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, Vol. 2014, no 1, p. 27-31Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Det språk vi använder oss av i matematikklassrummet kan fokuseras på många olika sätt. Språket är också nödvändigt att förhålla sig till vid utvecklingen av sitt matematiska tänkande. Författarna diskuterar här relationer mellan språk och lärande.

  • 10.
    Billmayer, Jakob
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Film in the Teacher Education Classroom: Theoretical Basis and Areas of Application2014Conference paper (Other academic)
    Abstract [en]

    One difficulty that teachers in teacher education are faced with is the relative distance between the place of teaching, the teacher education classroom, and the subject taught, being a teacher in a classroom. The question is therefore how to involve experiences of teaching into the teacher education classroom in a way that is both practical inside the given frames and worthwhile for all participants, both students who already have experiences of teaching and those who do not.

    Films and other mass media productions can be sources for such (vicarious) experiences, which can bring pictures of practice to the theoretical teacher education classroom with relatively small effort.

    This paper will start at that point and address two issues: 1) a theoretical framework to examine the knowledge theoretical premises and possibilities of using mass media productions in educational purpose. This theoretical framework is based on the works of Alfred Schütz about ideal types as concept for social understanding and Niklas Luhmann's thoughts on mass media's role in society. 2) The paper will show which aspects of being a teacher and teaching are especially suitable to discuss using films. Using some examples, the paper will point out which themes that are usually addressed in films and why and how they can be adapted for educational purposes.

  • 11.
    Bostedt, Göran
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Eriksson, Linda
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Elevinflytande som didaktisk strategi2018Conference paper (Other academic)
    Abstract [sv]

    Elevinflytande som didaktisk strategi

    Samhällskunskapsämnet i svensk skola har sin bakgrund i erfarenheterna av de totalitära staternas framväxt på 1930-talet och sedemera nederlag i andra världskriget. Erfarenheterna av europeisk fascism och, i synnerhet, nationalsocialism motiverade ett starkare fokus på demokratifostran. I 1940 års skolutredning, som åtföljdes av 1946 års skolkommission, betonades att samhällsundervisningen behövde förstärkas.”Uppgiften är så pass betydelsefull för elevernas fostran till samhällsmedborgare, att ett särskilt skolämne härför bör inrättas, samhällskunskap ..” (SOU1948:27, s.7). I skolkommissionens rapport föreslogs inrättandet av ett nytt ämne och vikten av det innehåll (samhällsfostran) ämnet skulle förmedla diskuterades. Därutöver kommenterades även formerna för undervisning. ”Lika viktigt är det, att ämnet lägges upp så, att det fångar elevernas intresse.” (a.a., s. 165) Skolans samhälls- och demokratifostrande roll har återfunnits i de läroplaner som därefter gällt. Samtidigt har elevernas delaktighet i genomförandet av undervisningen betonats. I den nu gällande läroplanen för gymnasieskolan står t ex att ”Det är inte tillräckligt att i undervisningen förmedla kunskap om grundläggande demokratiska värden. Utbildningen skall dessutom bedrivas i demokratiska arbetsformer och utveckla elevernas förmåga och vilja att ta personligt ansvar och aktivt delta i samhällslivet.” (Skolverket 2011, s.6). I den svenska skollagen konstateras att ”Barn och elever ska ges inflytande över utbildningen” (SFS 2010:800). Skolans uppdrag att ge de unga en förståelse för det demokratiska samhällets arbetsformer och värderingar omfattar således att både ’leva’ som ’lära’ demokrati. I vår presentation kommer vi diskutera elevinflytande som möjlig didaktiskt orienterad handlingsstrategi i undervisningspraktik. Detta kommer ske såväl i ljuset av de förändringar som införts i den senaste svenska läroplanen gällande elevinflytande, som empiriska resultat från ett antal skolors arbete med elevinflytande. Resultaten kommer analyseras utifrån perspektiv på makt.

    Källor: SFS 2010:800. Skollag, Stockholm

    Skolverket (2011). Läroplan, examensmål och gymnasiegemensamma ämnen för gymnasieskola 2011, Stockholm:

    Skolverket SOU 1948:27. 1946 års skolkommissions betänkande med förslag till riktlinjer för det svenska skolväsendets utveckling. Stockholm

  • 12.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Hur lär sig elever på sex olika yrkesprogram?: En studie om skillnader och likheter i lärstilar.2013In: Utbildning & Lärande, ISSN 2001-4554, Vol. 7, no 1, p. 48-60Article in journal (Refereed)
    Abstract [en]

    Vocational programs are facing educational challenges. Many students leave secondary school in Sweden without completed grades, and this is problematic in many ways, e.g. in terms of equivalence and skill segregation. This study tries to see learning through students’ eyes and examined learning styles in six different vocational programs.  The research questions have addressed which general learning styles traits dominates and which differentiates. The study involved 244 students. The Productivity Environmental Preference Survey (PEPS) learning styles assessment was used to identify 17 different traits. Sex groups were compared with descriptive statistics and analyzed by using F-test and analysis of variance, ANOVA. The tendencies were low motivation and conformity, a high need for structure and routine, multimodal dominance, and a need for intake and movements. The most productive time of day was in the afternoon. The statistical analysis revealed that six of 17 elements differed; light, temperature, conformity, persistence, intake, time-of –day (early morning and morning). This study shows similarities and differences concerning learning styles preferences in vocational program, which can be a basis for further insights in didactics issues. This study highlights the importance of finding pedagogical model that is suitable for vocational education, expanded educational strategies and in-depth didactic discussions. The results are valuable for people involved in the planning of vocational education and for the students themselves.

  • 13.
    Boström, Lena
    et al.
    Högskolan för lärande och kommunikation, Jönköping.
    Damber, Ulla
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Ivarsson, Lena
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Ämnesdidaktisk forskning med relevans för språkdidaktik; teoretiska utgångspunkter, empiriska iakttagelser samt didaktiska konsekvenser: Vad har vi fått veta, hur, varför och hur kan vi använda oss av kunskaperna?2010In: Språk för framtiden. Rapport från ASLA:s höstsymposium, Falun 12-13 november 2010. Language for the Future.: Papers from the ASLA symposium in Falun 7-8 November 2010 / [ed] Antti Ylikliiskilä & Maria Westman, Svenska föreningen för tillämpad språkvetenskap , 2010, p. 44-60Conference paper (Other academic)
    Abstract [sv]

    Ämnesdidaktik är ett centralt kompetensområde för skolors praktiska verksamheter. Studier utförs inom skilda discipliner, men vilken konkret, ny kunskap genereras och hur synliggörs den?  I denna studie sammanförs olika teoretiska synsätt och metodologiska ansatser inom ämnesdidaktik och vissa didaktiska aspekter reanalyseras för att tillvarata och konkretisera kunskaper utifrån tre empiriska studier med relevans för språkdidaktik. Vi exemplifierar hur de sammantaget kan ligga till grund för didaktisk verksamhet i allmänhet och språkdidaktik i synnerhet. Studien grundas på en explorativ design. Med en språklig och diskursiv analys jämför vi egenskaper och resultat i avhandlingarna samt analyserar samband och skillnader mellan de skilda sociala praktikerna. Slutsatserna är att språkdidaktik rymmer liknande komplexitet som framskymtar inom allmändidaktik. Följande gemensamma faktorer av avgörande betydelse kan skönjas; multimodalitet, medvetna metodiska val, kognitiva utmaningar, metakognitiv utveckling i interaktionen språk och tanke, motivation och intresse utifrån elevernas verkligheter, individualisering och samspel, funktionalitet och retorisk flexibilitet i språkkunskaper samt vikten av lärares reflekterande färdigheter. Studien a) pekar på möjligheter med ett multi- och transdisciplinärt, forskande förhållningssätt inom ämnesdidaktik, b) bidrar till integrering av forskning och skolpraktik samt c) sätter språkdidaktik i förgrunden i ett pragmatiskt perspektiv samt d) betonar samspelet mellan olika ämnesdidaktiska perspektiv.

  • 14.
    Boström, Lena
    et al.
    Högskolan för lärande och kommunikation, Jönköping.
    Josefsson, Gunlög
    Nordiska språk, Lunds universitet.
    Vägar till grammatik2006 (ed. 1:1)Book (Other academic)
  • 15.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Strzelecka, Elzbieta
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Vuxna minns sin grammatikhistoria: grammatik2013In: Svenskläraren. Tidskrift för svenskundervisning, ISSN 0346-2412, Vol. 57, no 1, p. 14-17Article in journal (Other (popular science, discussion, etc.))
  • 16.
    Damber, Ulla
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Att göra språket till sitt2010In: Kielikukko, ISSN 0780-0940, Vol. 29, no 4, p. 7-12Article in journal (Refereed)
  • 17.
    Damber, Ulla
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Using inclusion, high demands and high expectations to resist the deficit syndrome2010Conference paper (Refereed)
  • 18.
    Dyrvold, Anneli
    et al.
    Umeå universitet, Institutionen för matematik och matematisk statistik.
    Bergqvist, Ewa
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Österholm, Magnus
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Uncommon vocabulary in mathematical tasks in relation to demand of reading ability and solution frequency2015In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 20, no 1, p. 5-31Article in journal (Refereed)
    Abstract [en]

    This study reports on the relation between commonness of the vocabulary used in mathematics tasks and aspects of students’ reading and solving of the tasks. The vocabulary in PISA tasks is analyzed according to how common the words are in a mathematical and an everyday context. The study examines correlations between different aspects of task difficulty and the presence of different types of uncommon vocabulary. The results show that the amount of words that are uncommon in both contexts are most important in relation to the reading and solving of the tasks. These words are not connected to the solution frequency of the task but to the demand of reading ability when solving the task.

  • 19.
    Edmonds-Wathen, Cris
    et al.
    Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik.
    Bergqvist, Ewa
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Österholm, Magnus
    Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik.
    Comparing mathematics tasks in different languages2016In: Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education / [ed] Csíkos, C., Rausch, A., & Szitányi, J., Szeged, Hungary: PME , 2016, p. 151-151Conference paper (Refereed)
  • 20.
    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.

  • 21.
    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.

  • 22.
    Forsman, Sandra
    Mid Sweden University, Faculty of Educational Sciences. Mid Sweden University, Faculty of Educational Sciences, Department of Education. Mid Sweden University.
    IKT-användning inom gymnasieskolans fysikundervisning2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    En undersökning av hur gymnasielärare i fysik använder metoder som inkluderar informations- och kommunikationsteknik i sin fysikundervisning gjordes. Studien baserades på intervjuer samt enkätsvar av sex lärare från olika gymnasieskolor inom Västernorrlands län. Intervjuerna analyserades i en jakt på övergripande mönster och enkätsvaren sammanställdes för att ge kompletterande kvantitativt stöd till intervjuerna. Slutsatserna visar att ingen av de här lärarna arbetar med metoden RealTime Physics, men att de till stor grad använder liknande metoder på liknande sätt men även att det finns en spridning inom gruppen när det gäller hur de använder den här metodtypen.

    Undersökningen visar även att den här lärargruppen har en positiv syn på den här typen av metoder även om de identifierat behov av mer teknisk utrustning, kompetens och tid för att arbeta på det här sättet.

  • 23.
    Gidlund, Ulrika
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    What is inclusive didactics?2017Conference paper (Refereed)
  • 24.
    Gidlund, Ulrika
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    What is Inclusive Didactics?: Teachers´Understanding of Inclusive Didactics for Students with EBD in Swedish Mainstream Schools.2017In: International Education Studies, ISSN 1913-9020, E-ISSN 1913-9039, Vol. 10, no 5, p. 87-99Article in journal (Refereed)
    Abstract [en]

    Including students with emotional and behavioral difficulties (EBD) in general education is one of teachers’ greatest challenges and make the dilemma of inclusion displays its most difficult side. This article contributes to the understanding of how teachers in Swedish mainstream schools understand the concept of inclusive didactics for students with EBD. This article employs a directed qualitative content analysis supplemented with descriptive statistics related to the categories of inclusive didactics. Didactic theory was the basis of the predefined categories by which the analysis was completed. Empirical data were collected through 6 focus-group interviews and 37 individual follow-up interviews. The findings indicate that three didactic aspects were dominant in teachers’ understanding of inclusive didactics: Student(s), Methods, and Teacher. Less accentuated were Subject, Rhetoric and Interaction. Thus these teachers’ understanding and previous research is not consistent. The overall conclusion is that the concept of inclusive didactics is complex, complicated, and difficult for teachers to relate to. The descriptions are both vague and simplistic and therefore difficult for teachers to implement. This article clearly highlights that teachers often feel frustrated and inadequate, and blame themselves for the students’ deficiency and failure, thus concluding that strategies for distinct descriptions and teacher practices are needed.

  • 25.
    Gustafsson, Birgit
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Swedish students in upper secondary school solving algebraic tasks: What obstacles can be observed?2016In: ICT in mathematics education: the future and the realities - Proceedings of MADIF 10, The tenth research seminar of the Swedish Society for Research in Mathematics Education / [ed] Johan Häggström, Eva Norén, Jorryt van Bommel, Judy Sayers, Ola Helenius, Yvonne Liljekvist, 2016Conference paper (Other academic)
    Abstract [en]

    To understand more about students’ difficulties when doing algebraic problem solving Duval’s semiotic theory and a mathematical modelling cycle are used to identify what obstacles can be observed. The results show that when the students have to perform transformations between two different semiotic representation systems – a conversion – the obstacles get visible.

  • 26.
    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)
  • 27. Helenius, Ola
    et al.
    Engström, ArneMeaney, TamsinNilsson, PerNorén, EvaSayers, JudyÖsterholm, MagnusUmeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Development of Mathematics Teaching: Design, Scale, Effects: Proceedings from Madif9: The Ninth Swedish Mathematics Education Research Seminar, Umeå, February 4-5, 20142015Conference proceedings (editor) (Refereed)
  • 28.
    Hellerstedt, Andreas
    et al.
    Stockholms universitet.
    Mozelius, Peter
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science.
    From Comenius to Counter-Strike: 400 years of Game-based learning as a didactic foundation2018In: Proceedings of the 12th European Conference on Games Based Learning (ECGBL 2018) / [ed] Dr Mélanie Ciussi, Sophia Antipolis, France: Academic Conferences and Publishing International Limited, 2018, Vol. 12, p. 232-239Conference paper (Refereed)
    Abstract [en]

    The Czech philosopher John Amos Comenius has been presented as the father of modern didactics. He also favoured learning by doing and believed in "the art of turning all our schools into games".  Furthermore, Comenius had the idea of a flipped classroom with a four-hour school day, divided into two hours in the morning and two hours in the afternoon. The time in between is recommended to be spent on preparation, play and to explore nature. Comenius saw play as an important didactic strategy since play is an imitation of life itself. Most importantly, Comenius wished games/play and learning to be integrated. He envisioned "a school in which the serious and the fun are mixed" (Comenius, 1657B, [xviii]).

    This study has been carried out as a central and comparative literature review. Central in the sense of reviewing a body of literature that is central to the chosen topic, and comparative in the sense that texts describing ideas from the Comenius era have been compared to contemporary ideas. The historical texts were studied using a contextual method, viewing Comenius's works as moves in an argument, as described by Skinner (1996). 

    The comparison reveals both similarities and differences. The concepts of learning by doing, 'facilitas' and to flip the classroom, are all didactic ideas aligned to game-based learning today. Some examples of learning initiatives and schools fundamentally built upon the idea of 'learning by gaming' were found, but the idea still seems radical to most educators. Comenius would probably have loved the rich abundance of games and gamification today, but certainly not shooting games like Counter-Strike. Comenius’s vision was more one of a peaceful utopia with enlightened citizens. Finally, it is hard to tell if Comenius, alive today, would find the 21st century digital games to support or to interfere his Epicurean idea of a 'direct vision'.

  • 29.
    Humble, Niklas
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System Science.
    Mozelius, Peter
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System Science.
    Teacher Perception Of Obstacles And Opportunities In The Integration Of Programming In K-12 Settings2019In: EDULEARN19 Proceedings, Palma (Spain): The International Academy of Technology, Education and Development, 2019, Vol. 11, p. 350-356Conference paper (Refereed)
    Abstract [en]

    The act of programming can be traced back to the 19th century and Ada Lovelace. In the context of history, the idea to combine programming with mathematics and technology is not strange. Today programming is a much more widespread phenomenon. But the relevance of programming in mathematics and technology is still very obvious. However, with the mandatory addition of programming in K-12 setting a debate has been sparked concerning the impact on teaching activities. The aim of this study was to analyse and discuss possible obstacles and opportunities in integrating programming in K-12 settings from a teacher perspective. The two important main questions to answer were: 1) which are teachers' perceived obstacles and opportunities in the integration of programming in K-12 setting? 2) which are the differences and similarities in expectation between teachers with and without earlier programming experience?

    This study was carried out inspired of action research with the objective of improving an existing programming course for mathematic and technology teachers. Action research is a strategy that do not only strive to generate new knowledge but also has the aim to improve real world phenomena. Authors in this study had the double roles of being teachers and researchers, with the idea of establishing a cyclical process where course participants feedback should lead to extensions of the future course versions. Data were collected in the teacher training course and consist of 44 submitted essay answers on the question: In which aspects might programming be a positive and/or negative enhancement of you daily teaching? Collected data were grouped into categories with the use of content analysis.

    Results indicate that there are both perceived opportunities and perceived obstacles among teachers concerning integrating programming in mathematics and technology. An obvious finding was the mix of positive and negative attitudes in the vast majority of essays. In the category of obstacles many teachers brought up the risk of time trouble in both their professional development and in their teaching activities. In the category of opportunities several teachers mentioned the potential of programming as a new and motivating learning tool in their subjects. Finally, it seems important for the participants to get concreate takeaways from the course that could be used in their daily teaching activities.

  • 30.
    Johansson, Alicia
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Nyanlända eleversdemokratiska kompetens: - en kvalitativ studie2018Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sverige är ett demokratiskt land vilket ska återspeglas inom skolsystemet. Andelen nyanlända harökat i jämförelse mot tidigare år. Idag är Sverige ett mångkulturellt samhälle där många olikanationer möts i skolan såväl som i samhället. Skolan har uppdraget att fostra barn och ungdomar tillatt möta det svenska demokratiska systemet. Något som kan vara problematisk för nyanlända attanamma eftersom vardagen präglas av en ny kontext.Syftet med undersökningen är att problematisera förhållandet mellan nyanlända elever och derasdemokratiska kompetens med utgångspunkt i Vilgot Oscarssons analysmodell för skolansdemokratiuppdrag. Avsikten är att på en uppfattning om vilken av de fyra dimensionerna somnyanlända elever behärskar mest men också vilken dimension som de behöver träna mer på.Undersökningen utgår från en kvalitativ ansats där tio elever, studerandes på språkintroduktionen,har fått besvara ett antal frågor under ett semistrukturerat intervjutillfälle. Eleverna uppvisar att deär mest förtrogna med attityddimensionen och behöver träna mer på den samtalsdemokratiskadimensionen. Ett resultat som antyder att lärare behöver vara tydligare vid kommuniceringen avdemokratins abstrakta delar. Eleverna ges då möjlighet att förstå demokratins principer med ett nyttperspektiv.

  • 31.
    Johansson, Helena
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Dependence between creative and non-creative mathematical reasoning in national physics tests2017In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 22, no 2, p. 93-119Article in journal (Refereed)
    Abstract [en]

    It is known from previous studies that a focus on rote learning and procedural mathematical reasoning hamper students’ learning of mathematics. Since mathematics is an integral part of physics, it is assumed that mathematical reasoning also influences students’ success in physics. This paper aims to study how students’ ability to reason mathematically affects their success on different kinds of physics tasks. A descriptive statistical approach is adopted, which compares the ratio between conditional and unconditional probability to solve physics tasks requiring different kinds of mathematical reasoning. Tasks from eight Swedish national physics tests for upper secondary school, serve as a basis for the analysis. The result shows that if students succeed on tasks requiring creative mathematical reasoning, the probability to solve the other tasks on the same test increases. This increase is higher than if the students succeed on tasks not requiring creative mathematical reasoning. This result suggests that if students can reason mathematically creatively, they have the ability to use their knowledge in other novel situations and thus become more successful on tests.

  • 32.
    Johansson, Helena
    Göteborgs universitet, Institutionen för matematiska vetenskaper.
    Mathematical Reasoning: In physics and real-life context2015Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis is a compilation of four papers in which mathematical reasoning is examined in various contexts, in which mathematics is an integral part. It is known from previous studies that a focus on rote learning and procedural mathematical reasoning hamper students’ learning of mathematics. The aims of this thesis are to explore how mathematical reasoning affects upper secondary students’ possibilities to master the physics curricula, and how real-life contexts in mathematics affect students’ mathematical reasoning. This is done by analysing the mathematical reasoning requirements in Swedish national physics tests; as well as by examining how mathematical reasoning affects students’ success on the tests/tasks. Furthermore, the possible effect of the presence of real-life contexts in Swedish national mathematics tasks on students’ success is explored; as well as if the effect differs when account is taken to mathematical reasoning requirements. The framework that is used for categorising mathematical reasoning, distinguishes between imitative and creative mathematical reasoning, where the latter, in particular, involves reasoning based on intrinsic properties. Data consisted of ten Swedish national physics tests for upper secondary school, with additional student data for eight of the tests; and six Swedish national mathematics tests for upper secondary school, with additional student data. Both qualitative and quantitative methods were used in the analyses. The qualitative analysis consisted of structured comparisons between representative student solutions and the students’ educational history. Furthermore, various descriptive statistics and significance tests were used. The main results are that a majority of the physics tasks require mathematical reasoning, and particularly that creative mathematical reasoning is required to fully master the physics curricula. Moreover, the ability to reason mathematically creatively seems to have a positive effect on students’ success on physics tasks. The results indicate additionally, that there is an advantage of the presence of real-life context in mathematics tasks when creative mathematical reasoning is required. This advantage seems to be particularly notable for students with lower grades.

  • 33.
    Johansson, Helena
    Göteborgs universitet, Institutionen för matematiska vetenskaper.
    Mathematical Reasoning in Physics Tests: Requirements, Relations, Dependence2013Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    By analysing and expanding upon mathematical reasoning requirements in physics tests, this licentiate thesis aims to contribute to the research studying how students’ knowledge in mathematics influence their learning of physics. A sample of physics tests from the Swedish National Test Bank in Physics was used as data, together with information of upper secondary students’ scores and grades on the tests. First it was decided whether the tasks in the tests required mathematical reasoning at all and if they did, that reasoning was characterised. Further, the relation between students’ grades and mathematical reasoning requirements was examined. Another aim in this thesis is to try out if the Mantel-Haenszel procedure is an appropriate statistical method to answer questions about if there is a dependence between students’ success on different physics tasks requiring different kinds of mathematical reasoning. The results show that 75% of the tasks in the physics tests require mathematical reasoning and that it is impossible to pass six out of eight tests without mathematical reasoning. It is also revealed that it is uncommon that a student gets a higher grade than Pass without solving tasks that require the student to come up with not already familiar solutions. It is concluded that the Mantel-Haenszel procedure is sensitive to the number of students each teacher accounts for. If there are not too few students, the procedure can be used. The outcome indicates that there is a dependence between success on tasks requiring different kinds of reasoning. It is more likely that a student manages to solve a task that requires the produce of new reasoning if the student has solved a task that is familiar from before.

  • 34.
    Johansson, Helena
    Göteborgs Universitet, Institutionen för matematiska vetenskaper.
    Mathematical Reasoning Requirements in Swedish National Physics Tests2016In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 14, no 6, p. 1133-1152Article in journal (Refereed)
    Abstract [en]

    This paper focuses on one aspect of mathematical competence, namelymathematical reasoning, and how this competency influences students’ knowing ofphysics. This influence was studied by analysing the mathematical reasoning requirementsupper secondary students meet when solving tasks in national physics tests.National tests are constructed to mirror the goals stated in the curricula, and these goalsare similar across national borders. The framework used for characterising the mathematicalreasoning required to solve the tasks in the national physics tests distinguishesbetween imitative and creative mathematical reasoning. The analysis process consistedof structured comparisons between representative student solutions and the students’educational history. Of the 209 analysed tasks, 3/4 required mathematical reasoning inorder to be solved. Creative mathematical reasoning, which, in particular, involvesreasoning based on intrinsic properties, was required for 1/3 of the tasks. The results inthis paper give strong evidence that creative mathematical reasoning is required toachieve higher grades on the tests. It is also confirmed that mathematical reasoning isan important and integral part of the physics curricula; and, it is suggested that theability to use creative mathematical reasoning is necessary to fully master the curricula

  • 35.
    Johansson, Helena
    Göteborgs Universitet.
    Mathematical reasoning requirements to solve tasks in physics tests2012In: Evaluation and Comparison of Mathematical Achievement: Dimensions and Perspectives: Proceedings of MADIF 8, The Eighth Mathematics Education Research Seminar / [ed] Christer Bergsten, Eva Jablonka & Manya Raman, Linköping: Svensk förening för matematikdidaktisk forskning (SMDF) , 2012, p. 211-212Conference paper (Other academic)
  • 36.
    Johansson, Helena
    Göteborgs universitet, Institutionen för matematiska vetenskaper.
    Relation between imitative and creative mathematical reasoning when solving physics tasks2013In: Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education / [ed] Anki M. Lindmeier & Aiso Heinze, Kiel, Germany: PME , 2013, Vol. 5, p. 80-80Conference paper (Refereed)
  • 37.
    Johansson, Helena
    Göteborgs Universitet, Institutionen för Matematiska vetenskaper.
    Relation between mathematical reasoning ability and national formal demands in physics courses2015In: Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education / [ed] Kim Beswick, Tracey Muir, & Jill Wells, Hobart, Australia: PME , 2015, Vol. 3, p. 121-128Conference paper (Refereed)
    Abstract [en]

    It is widely accepted that mathematical competence is of great importance whenlearning physics. This paper focuses on one aspects of mathematical competence,namely mathematical reasoning, and how this competency influences students’ successin physics. Mathematical reasoning required to solve tasks in physics tests, within anational tests system, is separated in imitative and creative mathematical reasoning.The result shows that students lacking the ability to reason mathematically creativelyare more likely not to do well on national physics test, thus not fully mastering thephysics curricula. It is further discussed how the high demands of creativemathematical reasoning in physics tests stand in contrast to what is known about theeducational practices in mathematics and physics in upper secondary school

  • 38.
    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.

  • 39.
    Johansson, Helena
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Österholm, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education. Umeå universitet, Umeå.
    Objectification of upper-secondary teachers’ verbal discourse in relation to symbolic expressions2019In: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, article id 100722Article in journal (Refereed)
    Abstract [en]

    Research literature points to the importance of objectification when learning mathematics, and thereby in the discourse of mathematics. To increase the field's understanding of aspects and degrees of objectification in various mathematical discourses, our study uses the combination of two sub-processes of objectification in order to analyse upper-secondary teachers’ word use in relation to any type of mathematical symbols. Our results show that the verbal discourse around symbols is very objectified. This can put high demands on students understanding of their teacher, since it might be needed that the students have reached a certain degree of objectification in their own thinking in order to be able to participate in a more objectified discourse. The results also show that there exist patterns in the variation of the degree of objectification, in particular that the discourse tends to be more objectified when more familiar symbols are used. This exploratory study also reveals several phenomena that could be the focus of more in-depth analyses in future studies. 

  • 40.
    Löf Ryk, Charlotta
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Potentiella problem, motsättningar och möjligheter inom biologiämnet för elever från religiösa hemmiljöer.2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I den här uppsatsen undersöker jag hur förhållandet är mellan den svenska läroplanen i biologi och en religiös grundsyn hos elever. Jag tittar på om det har skett några förändringar under de senaste ca 20 åren och vilka situationer och problem som kan förekomma i undervisningssituationer. Jag undersöker också om lärarna anser sig ha tillräcklig kunskap och stöttning för att kunna hantera situationerna. Generellt sätt var svarsfrekvensen större bland lärare som arbetade på skolor med en hög andel invandrade elever. Flera lärare vittnade om situationer där elevernas religiösa livsåskådning inverkat på undervisningen inom naturvetenskap, men många hade vänt detta till något positivt och såg det som möjligheter till diskussion snarare än som problematiskt. Stöttning bland kollegor ansågs mycket viktigt för att kunna hantera de situationer som kunde uppstå, och det fanns även vissa önskemål om fortbildning, framförallt inom den del av den naturvetenskapliga undervisningen som är kopplad till etik och värdegrundsfrågor. De lärare som deltog i den här studien var dessutom mycket noga med att understryka skillnaden mellan religion och vetenskap.

  • 41. Löfdahl Hultman, Annica
    et al.
    Thelin, Katina
    Hjalmarsson, Maria
    Westman, Anna-Karin
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Advanced teachers in Swedish schools – proud missionaries with visions of development2014Conference paper (Other academic)
    Abstract [en]

    In today’s schools, teachers’ work and teachers’ professional knowledge are increasingly challenged and questioned, and politicians tend to seek quick solutions to the schools’ so called ‘academic crisis’. One such solution was the reform of career positions for advanced teachers put in place in 2013 to support the careers of individual teachers and contribute to increased goal achievement and local school development in general.This paper is part of a project aimed at examining how the teacher profession is ‘done’ regarding this ongoing reform and how teacher professionalism can be understood as part of school development. We stress the importance of exploring various conditions that might contribute to the ambitions of the reform and thereby the need of research that takes into consideration the fact that the teacher profession is ‘done’ in local contexts and diverse social geographies (Ball, 2006). As a first step, the purpose of the paper is to shed light on how advanced teachers express the meaning of being an advanced teacher from their own perspective.The project is based on theories of teacher professionalism, gender and school development, shaping a theoretical model where the theories are used to examine and describe the advanced teachers’ integrated profession and work and to support theoretical and empirical syntheses on the individual, local organizational and system level (Gaskell & Mullen, 2009, Fullan, 2001). The empirical material from this first step consists of interviews from six teachers and a survey with open questions sent to advanced teachers in one municipality a few months after they had begun working as such. The focus in both the interviews and the survey was to spot the opportunities, challenges and expectations related to these teachers’ new mission.Preliminary analyses from the survey show a considerable lack of clarity about the mission, although one important element is described as ‘getting colleagues on the track’, as colleagues’ attitudes are of great importance. From the interviews, the analysis shows that the teachers consider themselves to be door openers, both figuratively and literally.

  • 42.
    Malliarakis, Christos
    et al.
    University of Macedonia, Thessaloniki, Greece.
    Tomos, Florica
    University of South Wales, United Kingdom.
    Shabalina, Olga
    Volgograd State Technical University, Russia.
    Mozelius, Peter
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science.
    Andragogy and E.M.O.T.I.O.N.: 7 key factors of successful serious games2018In: Proceedings of the 12th European Conference on Games Based Learning (ECGBL 2018) / [ed] Mélanie Ciussi, Sophia Antipolis, France: Academic Conferences and Publishing International Limited, 2018, Vol. 12, p. 371-378Conference paper (Refereed)
    Abstract [en]

    Digital games have the potential to create active and engaging learning environments, supporting problem-solving, and learning through practice. As educators struggle to motivate the learners in their classroom, games provide a great opportunity to enrich the education curriculum. Students nowadays are characterized as the “Nintendo Generation”, because they spend significant amounts of their everyday lives from a very young age interacting with the computers by playing games. However, using games for learning requires a rethinking of the learning objectives, another  model for ownership of tasks, complex structures for support of students, new ways of assessing students, and a host of technological integration issues that have to be undertaken. So, how might one create effective learning games?

    Digital games are a deviation from the normal pedagogy.  They are instead embedded within the field of Andragogy. The main principle follows that the educational digital games encourage self-directness and independency.  Moreover, the Andragogy of educational digital games provides substance to the learning process through active experimentation.

    Taking the above into consideration, this paper aims to introduce and elaborate on a holistic framework based on 7 key factors that should be considered in creating a successful serious game. This framework is named “E.M.O.T.I.O.N” and stands for “Engaging game”, “Motivation”, “Opportunity of mastery”, “Theme and story”, “Intriguing learning”, “Objectives” and “Natural flow between learning and fun”. “E.M.O.T.I.O.N” is a framework that underlines the necessity of not disassociating instructional content from emotional context. In other words, we should not create sterile bulleted lists of rules. We should not assume players make decisions about adhering to policy based on rational algorithms and not normal human emotions. We should not strip learning modules of humanity and replace it with policy, terminology, and models, but fill a player with emotions ranging from frustration to elation, from sadness to anger to enthusiastic happiness. Serious games should embrace and encourage human emotion. It would be a breath of fresh air if our learning modules borrowed from games and put the critical element of emotion back into learning. The main message of this paper is that humans are quite adept at recalling learning when the learning is tied to strong emotions.

  • 43.
    Mozelius, Peter
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science.
    Constructionism and Game-Based Learning as Didactic Strategies in Programming Education2017In: Progress in Education.: Volume 49 / [ed] Roberta V. Nata, Hauppauge, New York, USA: Nova Science Publishers, Inc., 2017, 49, p. 147-166Chapter in book (Other academic)
    Abstract [en]

    Constructionism is like constructivism built upon the idea of learning by actively creating knowledge structures “in a context where the learner is consciously engaged in constructing a public entity, whether it’s a sand castle on the beach or a theory of the universe” (Seymour Papert). Like students learning French by living in France, Papert had a vision that math students should live and construct their own knowledge in Mathland. This chapter describes and discuss the idea of university students learning to program by constructing computer games in Gameland.

    The overall research strategy has been a case study of seven instances of a summer course on multimedia programming and game construction. Like in constructionism the didactic idea has been student-centred and with the emphasis on discovery learning with teachers more taking the role as programming coaches and facilitators of students’ learning. Teachers’ aim has also been to visualise the process of learning to program, and to engage students in concrete way through construction and deconstruction of digital games. This course was designed and implemented at a department of computer science in 2009. In the summer of 2016 the course is given for the seventh time and the study is based on seven versions of the course with course batches from 60 up to 400 participants.

    Data has been collected from course documents, course evaluation questionnaires and postings in discussion fora in the virtual learning platform Moodle. Furthermore, there have been analyses of students’ submitted solutions of a mini-project where digital games have been designed and implemented in the Python programming language with the use of the add-on library PyGame.

  • 44.
    Mozelius, Peter
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science.
    Teaching The Teachers To Teach Programming: On Course Design and Didactic Concepts2018In: ICERI2018 Proceedings, Sevilla: The International Academy of Technology, Education and Development, 2018, Vol. 11, p. 8031-8037Conference paper (Refereed)
    Abstract [en]

    Involving computer programming in primary and secondary school is an urgent issue in many countries, and in Sweden this should be rapidly implemented during 2018. First subjects that should implement programming in the teaching and learning activities are mathematics and technology. Some teachers have earlier experiences of programming, but for many primary and secondary school teachers programming is a new discipline. The aim of this paper is to describe and discuss how requirements have been gathered and implemented in a course for teacher training on programming for mathematics and technology in K-12 education. The study was carried out as two phases of a development process inspired by design science. In the first phase requirements were gathered and discussed in a brainstorming workshop were the course developers tried to align learning outcomes with didactic ideas. In the second phase the requirements from the first phase were implemented in the actual course development. Conclusions are that the idea of teaching the teachers needs a different course outline than how traditional design of programming courses. Higher education have a tradition of training students for system development in the industry. Teacher training should have a focus on didactic concepts that later could be reused in courses on mathematics and technology in K-12 settings. Examples of such didactic concepts are, computational thinking, pair programming, visualisation and game-based learning.

  • 45.
    Mozelius, Peter
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science.
    Eriksson Bergström, Sofia
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Learning by Walking - Pokémon Go and Mobile Technology in Formal Education2017In: ICERI2017 Proceedings / [ed] L. Gómez Chova, A. López Martínez and I. Candel Torres, Valencia, Spain: The International Academy of Technology, Education and Development, 2017, Vol. 10, p. 1172-1179Conference paper (Refereed)
    Abstract [en]

    Peripatetic group learning has a long history that dates back to the walking sessions that Plato and Aristotle led in the Lyceum of Athens. Other teachers in ancient Greece also frequently used play and physical training didactically. Pokémon Go has a relatively short history (starting in the summer of 2016), but this location-based game had a faster global spread than anyone could have imagined. In the first week after its release, the game became the most downloaded app in history. In Pokémon Go, the players use real-world maps on which buildings, roads and water are correctly indicated. The game is played on mobile devices; the Pokémon figures pop up on maps and can be captured with virtual balls. To catch the Pokémon figures, players must physically move to the place where the figure is located; thus, unlike most other digital games, Pokémon Go involves outdoor activities such as long walks.

    With its high degree of physical activity, Pokémon Go has attracted researchers’ attention for use as an exergame. Several researchers are also looking at Pokémon Go’s use as an augmented-reality game. In this study, the focus is on Pokémon Go’s use as a mobile-learning game and on the potential for outdoor activities in formal education. In this study, two primary school classes used the game for learning sessions in mathematics and social science. The aim of this study is to discuss students’ expressions regarding how a location-based game such as Pokémon Go could be used as a tool for outdoor activities in formal education.

    Each primary school class was divided into groups of three to four students each for planned lessons that included walks. Each group had one or two smartphones to stimulate collaboration between students. The walks included PokéStops where teachers conducted planned sessions; later, the teachers followed up on the outdoor lessons within a traditional classroom setting. Data were gathered from group interviews with the students who participated in the outdoor sessions involving Pokémon Go. The collected data were then analysed and categorised via a thematic analysis.

    The findings show that Pokémon Go can be seen as a learning-stimulating game that could augment traditional teaching sessions in formal education. Students reported that they enjoyed catching the Pokémon figures the most, but some students also mentioned that they appreciated the math assignments and liked learning about the statues that they passed during the walkings. The most positive findings were that there were concrete learning outcomes and that this mobile, game-based educational setting seemed to encourage students to engage in collaborative learning. However, Pokémon Go is not an all-encompassing solution for the ongoing digitalisation of primary school. The conclusion is rather that location-based games have the potential to vitalise formal education, provided that they are carefully integrated into the curriculum.

  • 46.
    Mozelius, Peter
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System Science.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Eriksson Bergström, Sofia
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Sundgren, Marcus
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Augmented Education: Location-Based Games for Real-World Teaching and Learning Sessions2019In: Augmented Reality Games I / [ed] Vladimir Geroimenko, Springer, 2019, p. 217-235Chapter in book (Refereed)
    Abstract [en]

    GPS-equipped smartphones have enabled the construction of location-based games. In augmented reality (AR), fantasy worlds are mapped to real-world settings. Two location-based AR games that use historical markers as points of interest are Ingress and Pokémon GO. This chapter describes and discusses how PokéStop statues in Pokémon GO can be used in primary school outdoor sessions. A case study was conducted on how fifth-grade students learned about local history, social sciences and humanities during game sessions. Findings suggest that AR could be an inspiring  extension in educational settings, if activities are aligned to the surroundings and learning objectives and outdoor gaming activities are followed up in more traditional classroom sessions.

  • 47.
    Mozelius, Peter
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science.
    Nouri, Jalal
    Stockholms universitet, Stockholm.
    Factors to consider when using learning games for learning programming in K-9 education2018In: Proceedings of the 12th European Conference on Games Based Learning (ECGBL 2018) / [ed] Mélanie Sciussi, Sophia Antipolis, France: Academic Conferences and Publishing International Limited, 2018, Vol. 12, p. 447-452Conference paper (Refereed)
    Abstract [en]

    Game-based learning is an emerging field with learning games played for various learning objectives

    In different educational contexts. One context where several research studies have reported on positive outcomes is for programming education. In the wide variety of games for learning to program this study reviews games and gamified concepts that have been developed for K-9 students to learn basic programming concepts. The aim of the study was to identify important factors to consider in the use of learning games for K9 programming education.

    The study was designed and carried out inspired by the six step method described by Machi and McEvoy (2016): The six steps were: 1) To define a topic, 2) To search and select literature, 3) Organising the literature, 4) Reviewing the literature, 5) Discussion and critique of literature, and finally 6) Writing the review. The type of literature study could be described as an exhaustive with selective citation, with the aim of considering all the relevant sources, but only describing a selected sample.

    Findings show that there is a wide variety in the use of games on basic programming concepts and also different game types. In a thematic analysis best and worst practices in recent research have been grouped into categories.  Found main categories to consider in the implementation of learning games for programming in K9 setting were: Computational thinking and problem solving, Challenges, Immersion and Flow, Gender differences, Game types, Teacher involvement, and Game construction with puzzle programming.

  • 48.
    Mozelius, Peter
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science.
    Öberg, Lena-Marie
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science.
    Play‐based learning for programming education in primary school: The Östersund model2017In: Proceedings of the 16th European Conference on e-Learning ECEL 2017 / [ed] Anabela Mesquita and Paula Peres, Reading: Academic Conferences and Publishing International Limited, 2017, Vol. 16, p. 375-383Conference paper (Refereed)
    Abstract [en]

    Learning to program has been classified as problematic learning with high drop‐outrates and low motivation at university level. Like the learning of a natural language thelearning of syntax and basic techniques in a programming language is easier and more naturalif started at a younger age. This study is based on an evaluation of a pilot project for studentsin a Primary school where computational thinking and programming concepts have beenintroduced as play‐based learning. Students have learnt concepts such as ‘Bubble sort’ byplaying the algorithm without any computer. Later the learnt concepts and algorithms havebeen implemented with Scratch and the Python programming language as main tools.The aim of the study is to describe and discuss a model for implementing computationalthinking and programming for fifth grade students by play‐based learning. As the overallresearch strategy the case study approach was used to evaluate this pilot project. Data hasbeen collected in a combination of observations, interviews and group discussions during a 15session pilot course and three workshops on teacher training. Findings have been analysedthematically and presented using the SWOT framework to identify and discuss strengths,weaknesses, opportunities and threats in the Östersund model.Learning outcomes of the pilot were promising but with individual variations in the studentgroup. The idea of introducing programming and computational thinking as early as in primaryschool seems like a good idea, but the recommendation is to keep sessions play‐based andwith enjoyment as the key feature to engage primary school students. Conducted sessions inthe pilot are worth replicating and so are the teacher training workshops. However, thechallenge that remains is to create a sustainable and scalable implementation of the describedmodel including primary school teachers’ professional development.

  • 49.
    Nordlinder, Eva
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Vargbröder. Människa idag – igår: Ett arkeologi- och litteraturpedagogiskt projekt2017In: Tillbaka till framtiden: barnkultur i dialog med vårt förflutna / [ed] Catharina Hällström, Stockholm: Centrum för barnkulturforskning, Stockholms universitet , 2017, Vol. 50, p. 114-132Conference paper (Other academic)
  • 50.
    Nordlinder, Eva
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Menzel-Kühne, Sibylle
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Att arbeta med Michelle Pavers Vargbröder. En lärarhandledning: Baserad på ett projekt i Västernorrland 2012–20152016Other (Other (popular science, discussion, etc.))
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