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Areskoug, Mats
Publications (10 of 10) Show all publications
Areskoug, M. & Eliasson, P. (2017). Energi för hållbar utveckling: Naturvetenskap, miljö och teknik i ett historiskt perspektiv [Tredje omarbetade uppl.] (ed.). : Studentlitteratur AB
Open this publication in new window or tab >>Energi för hållbar utveckling: Naturvetenskap, miljö och teknik i ett historiskt perspektiv [Tredje omarbetade uppl.]
2017 (Swedish)Book (Other academic)
Place, publisher, year, edition, pages
Studentlitteratur AB, 2017. p. 371
National Category
Humanities and the Arts
Identifiers
urn:nbn:se:mau:diva-8156 (URN)23245 (Local ID)978-91-44-11500-9 (ISBN)23245 (Archive number)23245 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-06-27Bibliographically approved
Areskoug, M., Ekborg, M., Nilsson, K. & Sallnäs, D. (2015). Naturvetenskapens bärande idéer i praktiken: metodik för lärare F-6 (ed.). : Gleerups Utbildning AB
Open this publication in new window or tab >>Naturvetenskapens bärande idéer i praktiken: metodik för lärare F-6
2015 (Swedish)Book (Other academic)
Abstract [sv]

I den här boken ges konkreta förslag på hur man kan arbeta med naturvetenskap i årskurserna F-6. Läraren ska kunna erbjuda lärandesituationer där eleverna kan skapa sig grundläggande förståelse för energi, materia, ekologi, människokroppen, krafter och vårt solsystem.

Place, publisher, year, edition, pages
Gleerups Utbildning AB, 2015. p. 320
Keywords
Naturvetenskapens bärande idéer, metodik, F-6
National Category
Natural Sciences
Identifiers
urn:nbn:se:mau:diva-8069 (URN)19679 (Local ID)978-91-40-68930-6 (ISBN)19679 (Archive number)19679 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-06-27Bibliographically approved
Lundblad, T., Malmberg, C., Areskoug, M. & Jönsson, P. (2013). Dialogic manifestations of an augmented reality simulation (ed.). Educare (2), 45-63
Open this publication in new window or tab >>Dialogic manifestations of an augmented reality simulation
2013 (English)In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 2, p. 45-63Article in journal (Refereed) Published
Abstract [en]

In this paper we focus on the use of a combination of socio-scientific issues (SSI) and simulations. We have developed an augmented reality (AR) simulation called Transformer. The SSI narrative in Transformer concerns an electric transformer station situated in an area close to a planned new campus. Students’ task is the issue if it is advisable to build a campus area. The simulation is organized as a role-play. The students take part in groups, playing one of five different roles. The aim of this study is to explore students’ ways of using knowledge in relation to the AR simulation. We investigate how students integrate science and other knowledge in the debate constituting the final part of the role-play. The study is a part of a research process, guiding the researchers to further develop Transformer. The study showed that students justified their positions using scientific evidence and information collected through their own efforts outdoors in the real and actual environment where the AR simulation was situated. Students kept the controversy that existed between the different roles alive throughout the debate and stayed focused on the issue in question. We argue that this is due to the situated context achieved through the simulation.

Place, publisher, year, edition, pages
Malmö högskola, Lärande och Samhälle, 2013
Keywords
Augmented reality, Design-based research, Science education, Socio-scientific issues
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-3425 (URN)10.24834/educare.2013.2.1170 (DOI)16443 (Local ID)16443 (Archive number)16443 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2023-11-14Bibliographically approved
Lundblad, T., Malmberg, C., Areskoug, M. & Jönsson, P. (2012). Simulating Real-Life Problems in Secondary Science Class: A Socio-scientific Issue Carried through by an Augmented Reality Simulation (ed.). Human IT, 12(2)
Open this publication in new window or tab >>Simulating Real-Life Problems in Secondary Science Class: A Socio-scientific Issue Carried through by an Augmented Reality Simulation
2012 (English)In: Human IT, ISSN 1402-1501, E-ISSN 1402-151X, Vol. 12, no 2Article in journal (Refereed) Published
Abstract [en]

With the purpose of developing new methods in science education, the authors combine a socio-scientific issue and game-based technologies from augmented reality games into an intervention activity called Transformer. The authors design the intervention, collect and analyze data, and present results using the three elements from the theory of transformational play (Barab, Gresalfi & Ingram-Goble 2010) namely: engaging and stimulating roles, scientifically relevant content and complex and societally significant context. In Transformer, 20 upper-secondary students engage in a role-play concerning the project of building a school campus area close to a transformer station. The students explore the actual area using simulation-based mobile technologies to collect information through interviews with virtual characters, virtual measurements, and own observations. Collected information is synthesized into arguments concerning the appropriateness of building the campus area. The Transformer activity is based on SSI (socio-scientific issue), a pedagogical model aiming at developing students’ competences to make well-informed decisions through engaging them in complex societal issues. Data from the intervention are collected with multiple methods using questionnaires and interviews. The analysis illustrates expressions of immersive role play and active and engaged students who enjoy the opportunity of working in groups with a challenging task outside the class room. For some roles, however, there is room for improvement in the outdoor part of the intervention. We argue that this design perspective makes it feasible for a teacher or team of teachers to stage a multi-disciplinary engaging intervention that is constructively aligned with the students’ and teachers’ own practices and that addresses curricular goals.

Place, publisher, year, edition, pages
University College of Borås, 2012
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-2608 (URN)14834 (Local ID)14834 (Archive number)14834 (OAI)
Available from: 2020-02-27 Created: 2020-02-27 Last updated: 2022-06-27Bibliographically approved
Eliasson, P. & Areskoug, M. (2007). Energi för hållbar utveckling. Ett historiskt och naturvetenskapligt perspektiv (ed.). : Studentlitteratur AB
Open this publication in new window or tab >>Energi för hållbar utveckling. Ett historiskt och naturvetenskapligt perspektiv
2007 (Swedish)Book (Other academic)
Place, publisher, year, edition, pages
Studentlitteratur AB, 2007
National Category
Humanities and the Arts
Identifiers
urn:nbn:se:mau:diva-8138 (URN)5140 (Local ID)9789144015385 (ISBN)5140 (Archive number)5140 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-06-27Bibliographically approved
Ekborg, M. & Areskoug, M. (2006). How student teachers' understanding of the greenhouse effect develops during a teacher education programme (ed.). NorDiNa: Nordic Studies in Science Education, 5(5), 17-29
Open this publication in new window or tab >>How student teachers' understanding of the greenhouse effect develops during a teacher education programme
2006 (English)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 5, no 5, p. 17-29Article in journal (Refereed)
Abstract [en]

This paper reports on a longitudinal study on how student teachers' understanding of the greenhouse effect developed through a teacher education programme in mathematics and science for grades 1-7 (age 7-13). All student teachers, who were accepted to the programme one year, were followed trough 2.5 years of the programme for seven terms. The student teachers took science courses in which they were taught about the greenhouse effect. They answered a questionnaire three times (n=60, n=49, n=47 respectively) in which they judged if a number of statements, about the investigated phenomena, were correct or not. In the last two questionnaires they also responded to an open-ended question about the greenhouse effect. The results show that a majority of the student teachers developed an adequate understanding of the greenhouse effect during the teaching programme. Several of the students developed further in the second science course. However a rather big group of students with poor understanding did not develop any further in the second science course and no one demonstrated full understanding. Different ways of collecting data and categorising responses affected how the students’ understanding was interpreted, which also is discussed.

Keywords
student teachers, methodology, green house effect
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-2811 (URN)8765 (Local ID)8765 (Archive number)8765 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-06-27Bibliographically approved
Areskoug, M. (2003). Bidrar förbränningsvärme till växthuseffekten? (ed.). Ny Teknik (12)
Open this publication in new window or tab >>Bidrar förbränningsvärme till växthuseffekten?
2003 (Swedish)In: Ny Teknik, ISSN 1402-4845, no 12Article in journal (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Ekonomi + teknik, 2003
Keywords
förbränningsvärme, växthuseffekten
National Category
Climate Research
Identifiers
urn:nbn:se:mau:diva-2837 (URN)6684 (Local ID)6684 (Archive number)6684 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-06-27Bibliographically approved
Areskoug, M. & Davidsson, E. (2003). Klimat-X Experiments on Energy and Climate (ed.). Paper presented at No conference data available. Paper presented at No conference data available.
Open this publication in new window or tab >>Klimat-X Experiments on Energy and Climate
2003 (English)Conference paper, Published paper (Refereed)
Abstract [en]

Climate and energy issues are part of our everyday life. Children's understanding of energy concepts and energy transformations is often insufficient. In Malmö, Sweden, a small science center, Klimat-X, tries to capture the students' fascination and interest and give them the opportunity of building their knowledge of scientific concepts concerned with energy and climate. Examples of experiments are described and the educational problems they are designed to address will be discussed. A pilot study on the influence of the experiments on students' understanding has been carried out. The students get a deeper understanding of energy chains, they see possibilities and not only problems in energy economizing and they find the experiments funny, interesting and instructive. It seems that Klimat-X could be a starting point for reflecting upon scientific issues that have an impact on decisions made in everyday life.

Keywords
Children's understanding, Experiments Energy and Climate, Klimat-X
National Category
Climate Research
Identifiers
urn:nbn:se:mau:diva-11211 (URN)6686 (Local ID)6686 (Archive number)6686 (OAI)
Conference
No conference data available
Available from: 2020-02-29 Created: 2020-02-29 Last updated: 2022-06-27Bibliographically approved
Areskoug, M. (2003). The power of the human body (ed.). In: (Ed.), (Ed.), Session Mo 2a: Experiments in physics: . Paper presented at GIREP international conference, Pysics in new fields, Lund, Sweden (2002) (pp. 2-13).
Open this publication in new window or tab >>The power of the human body
2003 (English)In: Session Mo 2a: Experiments in physics, 2003, p. 2-13Conference paper, Published paper (Refereed)
Abstract [en]

The human body gets its energy input from food and gives an energy output in the form of mechanical work and heat. In the process, carbon dioxide and water vapour are released. In an experiment this process can be analysed in several ways. A person is placed in a thermally insulated box of a little more than 1 m3. The temperature, the relative humidity, the carbon dioxide concentration and the oxygen concentration are measured continuously by a data logger for 5 minutes. From the measurements you can analyse and calculate the thermal power of the body in several ways, taking into account the sensitive heat, the latent heat and the chemical energy released. The experiment can also be used as the basis for discussions on indoor air quality in e.g. a classroom and the global greenhouse effect.

National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-11877 (URN)6687 (Local ID)6687 (Archive number)6687 (OAI)
Conference
GIREP international conference, Pysics in new fields, Lund, Sweden (2002)
Available from: 2020-02-29 Created: 2020-02-29 Last updated: 2022-06-27Bibliographically approved
Areskoug, M. (2003). Varför flyter is? (ed.). Ny teknik (13)
Open this publication in new window or tab >>Varför flyter is?
2003 (Swedish)In: Ny teknik, ISSN 1402-4845, no 13Article in journal (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Ekonomi + teknik, 2003
National Category
Climate Research
Identifiers
urn:nbn:se:mau:diva-3279 (URN)6685 (Local ID)6685 (Archive number)6685 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-06-27Bibliographically approved
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