Browsing by Author "Wallin, Anita"

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    Ämnen
    (2003) Andersson, Björn; Bach, Frank; Frändberg, Birgitta; Jansson, Ingrid; Kärrqvist, Christina; Nyberg, Eva; Wallin, Anita; Zetterqvist, Ann
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    Blandning, lösning och vattnets kretslopp
    (2003) Andersson, Björn; Bach, Frank; Frändberg, Birgitta; Jansson, Ingrid; Kärrqvist, Christina; Nyberg, Eva; Wallin, Anita; Zetterqvist, Ann; PROJEKT NORDLAB-SE
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    Elevers och naturvetares tänkande – likheter och skillnader
    (2003) Bach, Frank; Andersson, Björn; Frändberg, Birgitta; Jansson, Ingrid; Kärrqvist, Christina; Nyberg, Eva; Zetterqvist, Ann; Wallin, Anita; PROJEKT NORDLAB-SE
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    Evolutionsteorin i klassrummet : på väg mot en ämnesdidaktisk teori för undervisning i biologisk evolution
    (Göteborg : Acta Universitatis Gothoburgensis, 2004) Wallin, Anita
    The overall purpose of this thesis is to study how upper secondary school students (grade 10-12) develop an understanding of evolutionary biology as a result of teaching. Taking students’ preconceptions as the starting point a teaching sequence is designed with the aim that students shall learn the theory of evolution by natural selection in such a way that it becomes an intellectual tool. In other words they shall be able to describe, understand, explain, and partly predict biological phenomena from an evolutionary point of view. Three different teaching experiments were performed and studied in a cyclic process with design and evaluation of both teaching and students’ learning, followed by a new design and so on. The students’ knowing was tested before, during, and after teaching by written tests, interviews, small group discussions, and a database-driven Internet problem. Similar results emerge from the analyses of the students’ performances in the different data collections: e.g. all students do not accept random processes before teaching, many students use the same alternative ideas, and existing variation is a key idea to understand the theory of evolution, and to reason scientifically. The majority of the students, about 80 %, had alternative ideas about evolution before teaching. They viewed evolution as a gradual process where every member of the population adapts to the environment. They consider adaptation as the driving force that is regulated by, for instance need, strive, or purpose. In the delayed post-test one year after teaching most students, about 75 %, had reached a scientific level. This result can be considered good compared to many other studies reported in the literature. The students’ reasoning in the different tests was carefully analysed having preconceptions, the conceptual structure of the theory of evolution, and the aims of teaching in mind. This gave insights into those learning and teaching demands that constitutes challenges to students as well as to teachers, when beginning to learn, or to teach evolutionary biology. The combined results from these analyses of the three experiments are summarized in a domain specific hypothesis for teaching. It consists of three different aspects: content specific aspects, which are unique for every field of science, aspects concerning the nature of science, and general aspects. This hypothesis can be tested in new design experiments, and if it will withstand future tests it can be developed into a domain specific theory for teaching evolutionary biology.
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    Formativ utvärdering med fotosyntes som exempel
    (2003) Andersson, Björn; Bach, Frank; Frändberg, Birgitta; Jansson, Ingrid; Kärrqvist, Christina; Nyberg, Eva; Wallin, Anita; Zetterqvist, Ann; PROJEKT NORDLAB-SE
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    Genetik
    (2003) Andersson, Björn; Bach, Frank; Frändberg, Birgitta; Jansson, Ingrid; Kärrqvist, Christina; Nyberg, Eva; Wallin, Anita; Zetterqvist, Ann; PROJEKT NORDLAB-SE
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    Grönskande är naturvetenskapliga teorier!
    (2003) Andersson, Björn; Bach, Frank; Frändberg, Birgitta; Jansson, Ingrid; Kärrqvist, Christina; Nyberg, Eva; Wallin, Anita; Zetterqvist, Ann; PROJEKT NORDLAB-SE
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    Jorden som planet i rymden
    (2003) Andersson, Björn; Bach, Frank; Frändberg, Birgitta; Jansson, Ingrid; Kärrqvist, Christina; Nyberg, Eva; Wallin, Anita; Zetterqvist, Ann; PROJEKT NORDLAB-SE
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    Kemiska reaktioner
    (2003) Andersson, Björn; Bach, Frank; Frändberg, Birgitta; Jansson, Ingrid; Nyberg, Eva; Wallin, Anita; Zetterqvist, Ann; PROJEKT NORDLAB-SE
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    Learning biological evolution during assessment – exploring the use of an interactive database-driven internet application.
    (Patras University Press, 2005) Wallin, Anita; Andersson, Björn
    The overall purpose of our research is to study how students develop understanding of scientific theories, in this study the theory of biological evolution by natural selection. Taking students' preconceptions as the starting point a teaching–learning sequence has been designed, implemented and assessed in a cyclic process. During one trial a group of 18 students (grade 11) was studied using various methods. Just after the theory was introduced, an interactive database-driven Internet problem was used for formative assessment. It deals with the evolution of the length of legs in a population of reindeer and consists of seven parts. The student is at first asked to speculate about the evolution of the length of legs, given a description of its variation. Then more and more information about the actual change in the length of legs and environmental circumstances is presented. The students are offered the possibility of changing their previous answer, as they work through the problem. Already in the opening part of the problem, 16 students answered with scientific evolutionary ideas. Our hypothesis is that if the intraspecific variation is explicitly given, it promotes evolutionary reasoning. The students appreciated the problem, and considered it as an opportunity of learning.
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    Livets evolution
    (2003) Andersson, Björn; Bach, Frank; Frändberg, Birgitta; Jansson, Ingrid; Kärrqvist, Christina; Nyberg, Eva; Wallin, Anita; Zetterqvist, Ann; PROJEKT NORDLAB-SE
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    Månen, planetsystemet och universum
    (2003) Andersson, Björn; Bach, Frank; Frändberg, Birgitta; Jansson, Ingrid; Kärrqvist, Christina; Nyberg, Eva; Wallin, Anita; Zetterqvist, Ann; PROJEKT NORDLAB-SE
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    Materiens bevarande
    (2003) Andersson, Björn; Bach, Frank; Frändberg, Birgitta; Jansson, Ingrid; Kärrqvist, Christina; Nyberg, Eva; Wallin, Anita; Zetterqvist, Ann; PROJEKT NORDLAB-SE
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    Materiens byggnad
    (2003) Andersson, Björn; Bach, Frank; Frändberg, Birgitta; Jansson, Ingrid; Kärrqvist, Christina; Nyberg, Eva; Wallin, Anita; Zetterqvist, Ann; PROJEKT NORDLAB-SE
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    Materiens faser
    (2003) Andersson, Björn; Bach, Frank; Frändberg, Birgitta; Jansson, Ingrid; Kärrqvist, Christina; Nyberg, Eva; Wallin, Anita; Zetterqvist, Ann; PROJEKT NORDLAB-SE
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    Mekanik 1 - Newtons första och andra lag
    (2003) Andersson, Björn; Bach, Frank; Frändberg, Birgitta; Jansson, Ingrid; Kärrqvist, Christina; Nyberg, Eva; Wallin, Anita; Zetterqvist, Ann; PROJEKT NORDLAB-SE
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    Mekanik 2 - Newtons tredje lag
    (2003) Andersson, Björn; Bach, Frank; Frändberg, Birgitta; Jansson, Ingrid; Kärrqvist, Christina; Nyberg, Eva; Wallin, Anita; Zetterqvist, Ann; PROJEKT NORDLAB-SE
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    Nationell utvärdering 98 Tema tillståndet i världen
    (1999) Andersson, Björn; Kärrqvist, Christina; Löfstedt, Arne; Oscarsson, Vilgot; Wallin, Anita; Göteborgs universitet, Inst för pedagogik och didaktik
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    Nationell utvärdering 98. Tema tillståndet i världen
    (Institutionen för pedagogik och didaktik, 1999) Andersson, Björn; Kärrqvist, Christina; Löfstedt, Arne; Oscarsson, Vilgot; Wallin, Anita; Göteborgs universitet; University of Gothenburg
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    One year after teaching - How consistent are students in using the scientific theory of biological evolution by natural selection?
    (University of London, 2008) Wallin, Anita
    A teaching-learning sequence about the theory of biological evolution was developed by linking theoretical reflection, instructional design and classroom research in a cyclic process. Altogether 79 students participated in three trials of this sequence. The students aged 17 – 19 had all chosen the science branch of upper secondary school in Sweden. Before teaching started the students were given a pre-test and, one year later, a post-test. Each students’ entire pre- and post-test were categorised into one of four categories. The categories were: consistently scientific; mainly scientific; mainly non-scientific; and consistently non-scientific. In the post-test, 43 % of the students used the scientific theory of evolution consistently throughout the test compared to 6 % in the pre-test. 60 % of the students were categorised as using non-scientific ideas consistently in the pre-test and 5 % in the post-test. 30 students changed their way of reasoning between pre- and post-test in such a profound way that one may speak of conceptual change. The analyses of the students’ performance revealed that students who partly used scientific ideas in the pre-test did not demonstrate a more consistent use of scientific ideas in the post-test than students starting with exclusively non-scientific ideas.