Department of Pedagogical, Curricular and Professional Studies / Institutionen för didaktik och pedagogisk profession(2010-)

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Aktör och struktur i historieundervisning. Om utveckling av elevers historiska resonerande
(2013-11-15) Lilliestam, Anna-Lena
Historical reasoning is the organizing of information about the past in order to describe, compare, and/or explain historical phenomena. In this study I investigate the ability to reason historically in terms of agent and structure in an educational context. What does it mean to reason historically in this specific way? What does it take for students to develop this ability? Two main materials are used: texts, where students reason historically in terms of agent and structure, and lessons where the objective is to make it possible for the students to develop this ability. I look for qualitative similarities and differences in how the students reason, aiming at a pedagogically meaningful categorization that allows critical aspects of the ability to be identified. The analysis of the lessons deepens this understanding. The difference between a temporal description of chains of events on one hand, and reasoning about agents and structures on the other, is shown to be crucial. The students must discern what reasoning in terms of agent and structure is: a synchronous discussion of the relative importance of structural factors and factors concerning agents in a historical situation. Students must also discern that structures can be of different kinds, as can agents; that relevant factors must be selected; that connections between the factors should be made explicit; that these factors may be developed by further explanation, by an assessment of their relative significance, by making comparisons, or by making causal connections. The results also indicate that the objects of learning tend to change when enacted in the classroom: from the ability to reason historically towards the historical content, and towards temporal accounts of chains of action. A relationship is seen between the teaching in the different classes and how the students reason. Counterfactual reasoning is found to be useful in making it possible for the students to develop their understanding of structures, and as a tool for formative assessment.
Ämnen
(2003) Andersson, Björn; Bach, Frank; Frändberg, Birgitta; Jansson, Ingrid; Kärrqvist, Christina; Nyberg, Eva; Wallin, Anita; Zetterqvist, Ann
Analogitänkande och lärande – med vattenkrets-elkrets som exempel
(1992) Andersson, Björn; Bach, Frank; Emanuelsson, Jonas; Andersson, Björn
Ansvar för matematiklärande. Effekter av undervisningsansvar i det flerspråkiga klassrummet
(2011-10-07) Hansson, Åse
The aim of the thesis is to contribute to knowledge about crucial conditions for students' mathematics learning, and more specifically what role mathematics teaching plays in that process. Also taken into account is the effect of group composition in terms of family background or language skills, and also the relation between group composition and teaching design. The study is based on the assumption that it is essential for students’ performances if the teacher in the multilingual classroom takes responsibility for key dimensions of mathematics teaching. The study is a secondary analysis of TIMSS data, produces by IEA, from 2003 focusing on mathematics for Swedish students in 8th grade. Based on theories of learning and teaching have important dimensions of mathematics teaching for which the teacher should take responsibility been identified. It has then been investigated how these dimensions of responsibility for students’ mathematics learning are related to achievement, and also how they are related to different group-compositions. Unlike traditional models of mathematics teaching, the model developed in this study simultaneously highlights three dimensions of teacher responsibility. The first dimension concerns teacher's responsibility to actively and openly support students in their mathematics learning by for example highlighting and explaining the mathematics content, questioning and conversing with students and organizing instruction so as to create conditions for interaction and various social activities. The second dimension concerns teacher's responsibility for handing over responsibility to the students for their own construction of knowledge by for example encouraging them to their own reflections and reasoning about mathematical problems. Finally, the third dimension concerns teacher’s responsibility for highlighting the content relevant to the grade as object of teaching. The results show that when teachers through actively teaching and guidance take responsibility for students' mathematics learning it will affect the performances positively. The results also indicate that this is of particularly importance for students with weak skills in the language of instruction. However, the results show that mathematics education in Sweden is characterized by pedagogical segregation. In groups where many students are likely to have needs for support, teachers take a less responsibility for students’ learning than is done in other groups. The thesis discusses that pedagogical segregation and the responsibility that in Sweden for a long time has been put on the students themselves for their mathematics learning may have contributed to the negative knowledge development in mathematics
Att förstå naturen - från vardagsbegrepp till biologi, fyra "workshops"
(Göteborgs Universitet, 2003-10) Björn, Andersson; Frank, Bach; Birgitta, Frändberg; Mats, Hagman; Ingrid, Jansson; Christina, Kärrqvist; Eva, Nyberg; Anita, Wallin; Ann, Zetterqvist
Rapporten tar upp hur elever resonerar inom några centrala biologiska områden. Dessa är matspjälkning, fotosyntes, evolution och genetik. I samband med workshopen om fotosyntes förklaras och exemplifieras vad formativ utvärdering är.
Att förstå naturen - från vardagsbegrepp till fysik, sex "workshops"
(Göteborgs Universitet, 2003-10) Björn, Andersson; Frank, Bach; Birgitta, Frändberg; Ingrid, Jansson; Christina, Kärrqvist; Eva, Nyberg; Anita, Wallin; Ann, Zetterqvist
Rapporten går in på hur elever resonerar inom några viktiga områden av fysiken. Dessa är astronomi (jorden som planet i rymden, varför vi har årstider, månen, planetsystemet och universum), Newtons tre rörelselagar samt temperatur och värme.
Att förstå naturen - från vardagsbegrepp till kemi, sex "workshops"
(Göteborgs Universitet, 2003-10) Björn, Andersson; Frank, Bach; Birgitta, Frändberg; Ingrid, Jansson; Christina, Kärrqvist; Eva, Nyberg; Anita, Wallin; Ann, Zetterqvist
Rapporten behandlar hur elever förstår centrala aspekter av kemin. Först kommer tre workshops om materiens bevarande, byggnad respektive faser. Därefter tas blandning, lösning och vattnets kretslopp upp. Som avslutning kommer två workshops om ämnen respektive kemiska reaktioner.
Att förstå och använda naturvetenskapen, sju workshops
(Göteborgs Universitet, 2003-10) Björn, Andersson; Frank, Bach; Birgitta, Frändberg; Ingrid, Jansson; Christina, Kärrqvist; Eva, Nyberg; Anita, Wallin; Ann, Zetterqvist
I rapporten behandlas bl.a. hur elever resonerar om kontrollexperiment, hur de förstår en partikelteori om gaser, deras föreställningar om energiflödet på jorden och om växthuseffekten och dess förstärkning. Ett avsnitt om natur och moral ingår också.
Att kommunicera historia. Språkliga resurser och kunskapserbjudanden i högstadiets historieundervisning
(2025-08-22) Rahm, Jessica
The overarching aim of this thesis is to deepen the understanding of how substantive historical knowledge is communicated to lower secondary students and what knowledge-building opportunities this communication affords. The thesis explores classroom practice, with a particular focus on how three history teachers organize their instruction and use subject-specific language, particularly first-order concepts, during teacher-led whole-class interactions to support students’ substantive knowledge. Grounded in the view that language plays a crucial role in the construction and communication of knowledge, the thesis draws on social semiotic theory, Legitimation Code Theory (LCT), and history education theory to guide the analysis and interpretation of data. The thesis comprises three sub-studies based on ethnographic fieldwork, including classroom observations and video recordings generated in three linguistically diverse classrooms in Grades 7 and 8 in a Swedish school setting. The findings indicate that teacher-led instruction and whole-class teaching serve as central arenas for introducing, consolidating, and reviewing substantive knowledge. Moreover, the results show that teachers employ various first-order concepts in diverse ways, integrating new knowledge with students’ prior experiences. This integration may enhance students’ opportunities for cumulative knowledge-building. The shifts in how these concepts are employed both in general terms and within specific historical contexts, offer students deeper conceptual understanding of subject-specific language. Furthermore, the teachers’ use of first-order concepts to make comparisons between historical contexts emphasizes connections across time. This indicates that first-order concepts serve as temporal bridges, enabling conceptual understanding and historical thinking. The findings suggest that teachers’ proficiency in using such concepts is crucial for fostering knowledge-building. However, the study also identifies a need for a pedagogical metalanguage that can make the function and use of first-order concepts explicit and accessible to all students.
Att lära om statisk och dynamisk proportionalitet - En studie av den didaktiska transpositionen av svenska matematikuppgifter med proportionalitet
(2024-11-12) Lundberg, Anna L. V.
The purpose of this study is to shed light on how static and dynamic proportionality is treated by authors of teaching materials, on national tests and by teachers and students in the classroom, as well as how students encounter mathematics tasks where proportional reasoning is an option. The research is based on two sets of empirical data. In concrete terms, the thesis includes three studies examining three themes that relate to proportionality in classroom interaction and in texts. The first study analyses how proportionality is presented in some Swedish textbooks, in curricular texts and national course tests in mathematics for students in upper secondary school. The second study is a case study of how a teacher instructs and explains a task in a class in Grade 6, where proportional reasoning is a possible solution technique. Finally, the third study concerns how students in Grade 6 handle proportional reasoning when they encounter a patterning task involving proportional relationships. The analyses of textbooks and national course tests show that proportionality is handled differently in these two settings in the context of “Mathematics A” at the upper secondary school. About a quarter of the tasks in the textbooks and the national course tests involved proportionality tasks of one specific kind (missing value). Other types of proportionality tasks were infrequent. The results of the classroom studies show that students are able to engage in early forms of proportional reasoning before being taught about proportionality as a mathematical concept. The concept of learning trajectory is used to identify situations in the learning process during instruction where students meet obstacles and need scaffolding and teacher support. It is shown how a teacher dealing with a mathematical task involving mixtures of liquids encounters a task that has the possibility of making proportional reasoning visible for the students, and how she struggles to make the modelling required intelligible to herself and to the students. The instructional strategy of using everyday problems as a basis for learning implies that the initial modelling phase becomes crucial, and the students have to be aware of the conditions and limitations under which proportional reasoning is applicable. In conclusion, students engage in early forms of proportional reasoning well ahead of formal instruction. The difficulties they experience as they are to develop their proficiency, and where they require support from the teacher, concern how to model the familiar, everyday situations they encounter in exercises in mathematically precise and productive ways. In addition, in textbooks and national course tests proportionality is presented in a standardized, and rather simplified, form, and it is not sufficiently connected to the various areas of mathematics teaching and learning where it is applicable
Att ordna, från ordning till ordning. Yngre förskolebarns matematiserande
(2011-11-17) Reis, Maria
Att undervisa om geometrisk optik, kunskapsbas och undervisningsförslag
(Göteborgs Universitet, 2004-05) Björn, Andersson; Frank, Bach
Rapporten inleds med en utförlig ämnesdidaktisk analys av området geometrisk optik, inklusive en översikt över viktiga ämnesdidaktiska forskningsresultat som beskriver elevers s.k. vardagsbegrepp om ljuset och dess egenskaper. Sedan framställs en sekvens av lektioner som exemplifierar hur kunskap om elevers vardagsbegrep kan användas då man undervisar om geometrisk optik i skolår 6-9. En fyllig problemsamling och några elevtexter ingår också.
Att undervisa om lampor och batterier, kunskapsbas och elevuppgifter
(Göteborgs Universitet, 2003-10) Christina, Kärrqvist
Rapporten ger en översikt över viktiga ämnesdidaktiska forskningsresultat som beskriver elevers s.k. vardagsbegrepp om elektriska likströmskretsar. Sedan följer 16 förslag till experimentella uppgifter, lämpliga för grundskolan, som utmanar dessa vardagsbegrepp och stimulerar kreativitet och problemlösningsförmåga.
Att undervisa om livscykler i skolår 1-5, kunskapsbas och undervisningsförslag
(Göteborgs Universitet, 2006-09) Björn, Andersson; Eva, Nyberg
Rapporten inleds med en utförlig ämnesdidaktisk analys av området livscykler inklusive en översikt över viktiga ämnesdidaktiska forskningsresultat som beskriver elevers s.k. vardagsbegrepp om vad som är levande, befruktning och faser av olika organismers livscykler. Sedan ges ett stort antal förslag till lektioner som belyser olika aspekter av begreppet livscykel. Centralt är att eleverna har hand om egna växter och smådjur och iakttar hur de utvecklas och i en del fall ger upphov till en ny livscykel. En fyllig problemsamling ingår.
Att undervisa om ljud, hörsel och hälsa - kunskapsbas, undervisningsförslag och kopieringsunderlag
(Göteborgs universitet, 2008-09) West, Eva
Rapporten inleds med en ämnesdidaktisk analys av området ljud, hörsel och hälsofrågor kopplade till höga ljudnivåer. Till denna analys hör bl.a. en översikt över vanliga vardagsbegrepp om ljud, örat och hörsel, liksom förslag till mål och uppgifter för formativ utvärdering. Ämnesfördjupning ingår också. Sedan framställs en sekvens av lektioner som exemplifierar hur resultat av den ämnesdidaktiska analysen kan användas då man undervisar om ljud, hörsel och hälsa i grundskolan. Till sekvensen hör ett antal argumentationsövningar, t.ex. om att skilja på vetenskapligt kunnande och åsikter, samt en fyllig problemsamling och några elevtexter.
Att urskilja grafiska aspekter av derivata – hur elevernas möjligheter påverkas av innehållets behandling i undervisningen
(2020-02-19) Ryberg, Ulf
The aim of this thesis is to investigate in what ways students’ opportunities to discern graphical aspects of the concept of derivative can be related to the design of instruction. The thesis is based on two empirical studies that together included 144 Swedish upper-secondary students who were enrolled in the course in which the derivative is first introduced. Study 1 was conducted in natural settings and involved collaboration between researchers and teachers. The study generated three different 120-min lesson designs, all of which concerned the same mathematical content, the relationship between a graph and its derivative graph. The designs were equivalent regarding organization and teaching methods. However, the content was handled differently during instruction. Design 1 used multiple representations and graphs of polynomial functions. Design 2 restricted instructions to fewer representations but used a broader variety of graphs. Design 3 was a hybrid of Designs 1 and 2 and contained limited variation regarding both representations and graphs. The results of the study, which were based mainly on qualitative data consisting of observations and students’ explanations on posttest questions, suggested that Design 2 offered the best opportunities to discern graphical aspects of the derivative. The results of Study 1 were further tested in Study 2 wherein Design 1 and a slightly modified Design 2 were implemented in more controlled experimental conditions. Quantitative as well as qualitative data were collected. Statistical analyses of quantitative data showed that the students who participated in Design 2 performed significantly higher posttest scores. However, further analyses also showed that the effect of Design 2 was dependent of students’ prior knowledge. For students with less prior knowledge, the design was not a significant predictor in relation to the posttest. The results of the statistical analyses were strengthened by qualitative data. Analyses of student interviews suggested that Design 2 offered better opportunities to discern graphical aspects of the derivative. However, in line with the quantitative data, the interviews suggested that to what extent discernment took place was dependent of students’ prior knowledge. Overall, the results of the studies highlight the importance of examining how the handling of the content may affect students’ learning of mathematics. In particular, they challenge the assumption that the use of multiple representations is always beneficial and suggest that how to use representations during instruction concerned with the derivative is an important topic for further investigation, both with regard to practice and research.
Att utveckla naturvetenskaplig undervisning : exemplet gaser och deras egenskaper
(1995) Andersson, Björn; Bach, Frank; Göteborgs universitet Inst. för didaktik och pedagogisk profession (IDPP)
Begreppsförståelse i gymnasiets kemi – svenska resultat och internationella rön
(1992) Jansson, Ingrid; Andersson, Björn
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
Developing strategic competence in oral interaction in English as a foreign language – A classroom study
(2014) Selin, Per; Institutionen för didaktik och pedagogisk profession, Göteborgs universitet/Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg
The teaching and learning of English as a foreign language can be studied by analysing a large amount of results (from the national tests, for example) over a long period of time. It can also be studied from the teacher's point of view by conducting deep-level anthropological research. In this thesis, however, it is the learning in classrooms of English as a foreign language that is examined. More specifically, the development of the usage of strategic competences in oral interaction is studied. The purpose of this study is to explore the qualitative differences in the pupils’ abilities to use strategic competence whilst interacting orally in English as a foreign language, particularly in the sense of adapting language to suit interlocutor and situation. In order to be able to fulfil this purpose, classroom-level studies on learning need to be done. Two learning studies informed by variation theory have been used in this thesis. The learning study approach is an iterative research method that combines design experiment with the Japanese teaching development method, lesson study. In a learning study an object of learning is focused on and through the use of variation theory, critical aspects of the learning of this object of learning are identified. A lesson is jointly designed by researcher and teachers in a research group, taught and analysed afterwards in terms of the intended, enacted and lived object of learning. The lesson is revised and taught again by another teacher in the research group. In the learning studies used in this thesis, three cycles have been used. By analysing the learning in terms of changes in ways of interacting and results of pre-, post- and delayed post-tests, conclusions can be made regarding the purpose of the thesis. In the first of the two learning studies, pupils in year 8 (13-14 years old) participated. The object of learning was usage of phrases to adapt language to interlocutor and situation when asking for directions. In the second learning study, pupils from the first year of college (16-17 years old) participated and the object of learning was usage of phrases to create and maintain a good conversation among peers. The results showed that it was crucial for the pupils to identify the characteristics of the interlocutor in order to be able to adapt their language. This meant that it was not enough for the pupils to think about their own language; they also needed to consider the person spoken to. A second result was that it became important to consider the direction of the communication. Is the direction mainly from me as a speaker to the interlocutor or is it to me from the interlocutor? Depending on the direction, different kinds of phrases were needed: phrases for invitation or phrases to refer to others’ opinions. A result from both learning studies, and a result that is also in line with previous research, is that the use of strategic competence can be taught. It is not something that it is better to acquire through natural conversation and that it is not possible to explicitly teach. It is therefore suggested in this thesis that the use of strategic competence in oral interaction should be explicitly taught.

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