Malmö University Publications
Change search
Link to record
Permanent link

Direct link
Alternative names
Publications (10 of 64) Show all publications
Karlsson, A., Nygård Larsson, P., Svensson Källberg, P. & Jakobsson, A. (2023). Spaces for multilingualism?: Multilingual approaches and activities in mathematics and science education. In: Metin Sardag; Gokhan Kaya (Ed.), ESERA 2023: Abstract book. Paper presented at The 15th Conference of the European Science Education Research Association (ESERA): Connecting Science Education with Cultural Heritage, Cappadocia, Turkey, August 28 - September 1, 2023. , Article ID 1065.
Open this publication in new window or tab >>Spaces for multilingualism?: Multilingual approaches and activities in mathematics and science education
2023 (English)In: ESERA 2023: Abstract book / [ed] Metin Sardag; Gokhan Kaya, 2023, article id 1065Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The purpose of the interdisciplinary project is to generate knowledge about the pedagogical potentials and limitations of multilingual practices in mathematics and science education. We specifically aim to explore and problematise how multilingual approaches and activities may promote mathematics and science teaching and learning in school years 4–9. The qualitative project is conducted by an interdisciplinary research team that integrates theories from educational research in didactics, sociology and linguistics, including translanguaging theories. The project’s four-year period comprises initial exploration of existing pedagogical practices, mainly through workshops with teachers, classroom observations and interviews with students and teachers, in four culturally and linguistically diverse schools. This explorative phase is followed by a two-year period of pedagogical interventions, in which teachers and researchers together design, carry out and analyse classroom interventions. The interventions involve exploring the pedagogical potentials and limitations for promoting multilingual resources for teaching and learning. Further, students’ identities as engaged learners of mathematics and science are explored. Our ambition is for the project to contribute with new and multifaceted knowledge on the complexity of teaching and learning in multilingual mathematics and science classrooms in mainstream compulsory schools in which the students have a variety of language backgrounds.

Keywords
explorative interventional study, spaces for multilingualism, translanguaging
National Category
Didactics
Research subject
Science education
Identifiers
urn:nbn:se:mau:diva-62455 (URN)
Conference
The 15th Conference of the European Science Education Research Association (ESERA): Connecting Science Education with Cultural Heritage, Cappadocia, Turkey, August 28 - September 1, 2023
Funder
Swedish Research Council, 2021-04155
Available from: 2023-09-12 Created: 2023-09-12 Last updated: 2023-09-15Bibliographically approved
Jakobsson, A. & Kouns, M. (2023). Subject-language perspectives on multilingual students learning in science. European Journal of Science and Mathematics Education, 11(2), 197-214, Article ID s.
Open this publication in new window or tab >>Subject-language perspectives on multilingual students learning in science
2023 (English)In: European Journal of Science and Mathematics Education, E-ISSN 2301-251X, Vol. 11, no 2, p. 197-214, article id sArticle in journal (Refereed) Published
Abstract [en]

In this study, we have explored the ways in which small-group work in science can contribute to strengthen multilingual students’ subject language and conceptual development when working with language-oriented classroom activities in primary classrooms. The aim is to determine whether it is possible to identify factors in interactions in small-group work that strengthen and facilitate the students’ language development. We have focused on how students orally formulate themselves when describing observations, hypotheses, and explanations of certain scientific experiments on the properties of air. An important starting point has been that students’ successive development of a subject-specific language is crucial for their conceptual development and understanding. The analyses of the dialogues have made it possible to study how individual students gradually develop their way of expressing themselves by taking over others’ expressions and word choices and making their own. The analysis also shows that these dialogical situations are crucial for all students to develop their language use in science, primarily through probing a more precise way of expressing themselves and putting their scientific ideas and thoughts into words. An important conclusion is that students should be offered opportunities and space to develop their subject language register in science and that this is important for all students, but crucial for those for whom the language of instruction is a second language

Place, publisher, year, edition, pages
Cyprus: Bastas, 2023
Keywords
subject language, multilingual students, small-group interactions in science education
National Category
Didactics
Research subject
Science education
Identifiers
urn:nbn:se:mau:diva-55540 (URN)10.30935/scimath/12568 (DOI)2-s2.0-85153621371 (Scopus ID)
Funder
Swedish Research Council
Available from: 2022-10-31 Created: 2022-10-31 Last updated: 2023-08-24Bibliographically approved
Lind, J., Pelger, S. & Jakobsson, A. (2022). Students' knowledge of emerging technology and sustainability through a design activity in technology education. International journal of technology and design education, 32, 243-266
Open this publication in new window or tab >>Students' knowledge of emerging technology and sustainability through a design activity in technology education
2022 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 32, p. 243-266Article in journal (Refereed) Published
Abstract [en]

The purpose of this study is to explore whether, and if so how, a design activity could encourage students to express and develop knowledge on emerging technology in relation to issues about sustainability. Several researchers have asserted that, in today's technologically dependent society, it is important to be able to control technology and make informed decisions connected to technology. Design activities could make a significant contribution to technology education while students are developing their knowledge about technology. Thus, the present study aims to analyze students' verbal interactions as they work in a design project, which includes designing a model of a house, regarding their ability to develop technological literacy with the support of a physical model. The study is based on several small-group interactions that were recorded, transcribed, analyzed, and discussed. This research project was conducted as an observation of technology education in a Swedish compulsory school. The students (aged 13-14) negotiated and shared knowledge about technology as they interacted with their fellow students. The results indicate that, in a relatively large number of situations, the students expressed knowledge about emerging technology and adopted a sustainability perspective while working in a design activity, and thereby, successively developed technological literacy. This meant that the students were able to integrate knowledge on emerging technology like graphene, nanotechnology, and algae batteries in their models. Furthermore, the results indicate that, during technical development work, students were able to develop reasoning, communication, and collaboration skills.

Place, publisher, year, edition, pages
Springer, 2022
Keywords
Technology education, Design activity, Emerging technology, Sustainability, Technological literacy, SOLO taxonomy
National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-17980 (URN)10.1007/s10798-020-09604-y (DOI)000547571100001 ()2-s2.0-85087423421 (Scopus ID)
Available from: 2020-08-17 Created: 2020-08-17 Last updated: 2023-10-05Bibliographically approved
Karlsson, A., Nygård Larsson, P. & Jakobsson, A. (2022). Transspråkande NO-klassrum: Flerspråkiga vägar till ämneslitteracitet (1ed.). In: Jakobsson, Anders; Nygård Larsson, Pia; Bergman, Lotta (Ed.), Ämneslitteracitet och inkluderande undervisning: (pp. 245-278). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Transspråkande NO-klassrum: Flerspråkiga vägar till ämneslitteracitet
2022 (Swedish)In: Ämneslitteracitet och inkluderande undervisning / [ed] Jakobsson, Anders; Nygård Larsson, Pia; Bergman, Lotta, Lund: Studentlitteratur AB, 2022, 1, p. 245-278Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2022 Edition: 1
National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-53461 (URN)978-91-44-15241-7 (ISBN)
Projects
Forskningsprogrammet Disciplinary literacy and inclusive teaching (LIT)
Available from: 2022-06-23 Created: 2022-06-23 Last updated: 2023-01-18Bibliographically approved
Jakobsson, A., Nygård Larsson, P. & Bergman, L. (Eds.). (2022). Ämneslitteracitet och inkluderande undervisning (1ed.). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Ämneslitteracitet och inkluderande undervisning
2022 (Swedish)Collection (editor) (Other academic)
Abstract [sv]

Litteracitet har traditionellt beskrivits utifrån människors läs- och skrivförmågor eller förmågan att hantera siffror och enkla problemlösningssituationer i vardagen. I den här antologin tar författarna i stället avstamp i ett vidgat perspektiv på begreppet för att undersöka hur det gestaltar sig inom olika ämnesområden.

Genom exempel från olika klassrum och ämnen belyser författarna ämneslitteracitet och ger uppslag till hur lärare kan arbeta för att utveckla och förstärka elevers ämnesspråkliga kunskaper och förmågor. Utgångspunkten är att ämneslitteracitet och ämnes­kunskaper utvecklas i nära samspel, vilket återspeglas i ett specifikt agerande som tar sig olika uttryck i olika ämnen. Här diskuteras även på vilka sätt som fokus på ämneslitteracitet och ett språk- och kunskapsutvecklande arbetssätt kan medverka till en inkluderande undervisning.

Boken vänder sig främst till lärarstudenter och lärare i grundskola, gymnasieskola och vuxenutbildning.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2022. p. 336 Edition: 1
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-53458 (URN)978-91-44-15241-7 (ISBN)
Available from: 2022-06-23 Created: 2022-06-23 Last updated: 2023-01-18Bibliographically approved
Jakobsson, A., Nygård Larsson, P. & Bergman, L. (2022). Ämneslitteraciteter i skola och högre utbildning (1ed.). In: Jakobsson, Anders; Nygård Larsson Pia; Bergman, Lotta (Ed.), Ämneslitteracitet och inkluderande undervisning: (pp. 15-30). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Ämneslitteraciteter i skola och högre utbildning
2022 (Swedish)In: Ämneslitteracitet och inkluderande undervisning / [ed] Jakobsson, Anders; Nygård Larsson Pia; Bergman, Lotta, Lund: Studentlitteratur AB, 2022, 1, p. 15-30Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2022 Edition: 1
National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-53459 (URN)978-91-44-15241-7 (ISBN)
Projects
Forskningsprogrammet Disciplinary literacy and inclusive teaching (LIT)
Available from: 2022-06-23 Created: 2022-06-23 Last updated: 2023-01-18Bibliographically approved
Karlsson, A., Olander, C., Jakobsson, A., Johansson, S. & Nygård Larsson, P. (2021). Challenges and Possibilities in Multilingual Swedish Classrooms. In: : . Paper presented at The 14th Conference of the European Science Education Research Association (ESERA 2021).
Open this publication in new window or tab >>Challenges and Possibilities in Multilingual Swedish Classrooms
Show others...
2021 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In recent years, the increased globalization has led to Swedish science classrooms, just as in the rest of Europe, involving a variety of languages and cultures, which places particular demands on science education. The use of the functionally scientific language is characterized by complexity, which often hinders students’ learning in science. For students whose first language is different than the language of instruction, this can be a great challenge. In this presentation, we relate to two studies – (1) a web-based vocabulary test, and (2) an ethnographic study of a translanguaging science classroom – to illustrate how multilingual students’ use of translanguaging can constitute a resource for science learning. The studies reveal that multilingual students move in loops between discursive and national languages in their conversations about the scientific content. The students commonly use their first language (Arabic) when moving toward an everyday discourse and use their second language (Swedish) when approaching the scientific discourse. Moreover, analyses show how the students often use both Swedish and Arabic to clarify semantic relationships between scientific words and concepts in translanguaging science classrooms (TSC). The students commonly express the subject-specific words in Swedish, while the descriptive, clarifying, interconnecting words and phrases describing the semantic relationships often are expressed in Arabic. In this way, both Arabic and Swedish become linguistic and cognitive tools when students learn science. With increased awareness of the complex subject-specific language and multilingual students’ use of their entire linguistic repertoires in a TSC, increased conditions for the development of significant pedagogical tool can be created that can help science educators frame learning in linguistically and culturally diverse classrooms and give students greater opportunities to participate in the science instruction contexts, to influence their learning situation and to put students in a position as co-constructors of their own learning.

Keywords
Multilingualism, The role of Language in Science Education
National Category
Educational Sciences
Research subject
Science education
Identifiers
urn:nbn:se:mau:diva-45658 (URN)
Conference
The 14th Conference of the European Science Education Research Association (ESERA 2021)
Available from: 2021-09-06 Created: 2021-09-06 Last updated: 2022-04-26Bibliographically approved
Jakobsson, A. (2021). Naturvetenskapernas didaktik: Ett frigörande perspektiv. In: Tomas Kroksmark (Ed.), Tio forskare om ämnesdidaktik: (pp. 17-48). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Naturvetenskapernas didaktik: Ett frigörande perspektiv
2021 (Swedish)In: Tio forskare om ämnesdidaktik / [ed] Tomas Kroksmark, Lund: Studentlitteratur AB, 2021, p. 17-48Chapter in book (Refereed)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2021
Keywords
naturvetenskapernas didaktik historia
National Category
Didactics
Research subject
Science education
Identifiers
urn:nbn:se:mau:diva-46817 (URN)978-91-44-14188-6 (ISBN)
Available from: 2021-11-11 Created: 2021-11-11 Last updated: 2021-11-15Bibliographically approved
Karlsson, A., Nygård Larsson, P. & Jakobsson, A. (2021). Students’ Multilingual Negotiations of Science in Third Space. In: Anders Jakobsson, Pia Nygård Larsson, Annika Karlsson (Ed.), Translanguaging in Science Education: (pp. 119-141). Springer
Open this publication in new window or tab >>Students’ Multilingual Negotiations of Science in Third Space
2021 (English)In: Translanguaging in Science Education / [ed] Anders Jakobsson, Pia Nygård Larsson, Annika Karlsson, Springer , 2021, p. 119-141Chapter in book (Refereed)
Abstract [en]

This chapter focuses on the complexity of learning processes in a translanguaging science classroom (TSC). We explore multilingual students’ use of their first and second languages in authentic meaning-making in translanguaging situations in a middle school in Sweden. In the analysis, we interpret these classroom situations as multilingual hybrid spaces, in which both content and languages are simultaneously negotiated in order to create meaning. The aim is to investigate how these situations may contribute to the development of students’ conceptual knowledge and language use in science. The negotiations are illustrated as movements in multilingual discursive loops, which includes immediate and dynamic movements between “national languages” (Swedish and Arabic) and different discourses (every-day and scientific) with support from multimodal resources. We describe these movements in a model and conclude that the students’ language and conceptual development is largely enabled by opening up the multilingual negotiation spaces that constitute a TSC.

Place, publisher, year, edition, pages
Springer, 2021
Series
Sociocultural Explorations of Science Education, ISSN 2731-0248, E-ISSN 2731-0256 ; 27
Keywords
Language and conceptual development, Multilingual discursive loops, Science education, Subject-specific language, Translanguaging
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-50389 (URN)10.1007/978-3-030-82973-5_7 (DOI)978-3-030-82972-8 (ISBN)978-3-030-82973-5 (ISBN)
Projects
Forskningsprogrammet Disciplinary literacy and inclusive teaching (LIT)
Available from: 2022-03-02 Created: 2022-03-02 Last updated: 2023-01-18Bibliographically approved
Jakobsson, A., Nygård Larsson, P. & Karlsson, A. (2021). Translanguaging as a Pedagogical Strategy for Enhancing Multilingual Science Students’ Learning in Different Educational Contexts. In: Anders Jakobsson, Pia Nygård Larsson, Annika Karlsson (Ed.), Translanguaging in Science Education: (pp. 1-11). Springer
Open this publication in new window or tab >>Translanguaging as a Pedagogical Strategy for Enhancing Multilingual Science Students’ Learning in Different Educational Contexts
2021 (English)In: Translanguaging in Science Education / [ed] Anders Jakobsson, Pia Nygård Larsson, Annika Karlsson, Springer , 2021, p. 1-11Chapter in book (Refereed)
Place, publisher, year, edition, pages
Springer, 2021
Series
Sociocultural Explorations of Science Education, ISSN 2731-0248, E-ISSN 2731-0256 ; 27
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-50388 (URN)10.1007/978-3-030-82973-5_1 (DOI)978-3-030-82973-5 (ISBN)
Projects
Forskningsprogrammet Disciplinary literacy and inclusive teaching (LIT)
Available from: 2022-03-02 Created: 2022-03-02 Last updated: 2023-01-18Bibliographically approved
Projects
SALT (Science and Literacy Teaching); Malmö UniversityTracing mathematics teacher education in practice (TRACE)Inclusive science teaching in multilingual classrooms - a design study; Publications
Jakobsson, A. & Kouns, M. (2023). Subject-language perspectives on multilingual students learning in science. European Journal of Science and Mathematics Education, 11(2), 197-214, Article ID s.
Social professions for supporting youth in a European solidarity contextInclusive science teaching in multilingual classrooms - a design study; Publications
Jakobsson, A. & Kouns, M. (2023). Subject-language perspectives on multilingual students learning in science. European Journal of Science and Mathematics Education, 11(2), 197-214, Article ID s.
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1438-3607

Search in DiVA

Show all publications