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  • 1.
    Amhag, Lisbeth
    et al.
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS). Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Jakobsson, Anders
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS). Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Collaborative Learning as a Collective Competence when Students Use the Potential of Meaning in Asynchronous Dialogues2009In: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 52, no 3, p. 656-667Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to examine and to describe how student teachers engaged in courses in web-based learning environments over a period of 40 weeks develop a collective competence to collaborate. The collective competence of collaboration is defined as the level of learning ability a group of students express when using dialogues as a tool for their own and other’s learning in a web-based learning environment. The students’ contributions to the course assignments, the group responses and the collaborative discussions and dialogues were analysed and interpreted based on Bakhtin’s and Rommetveit’s theories on dialogic interactions and meaning potentials. The results describe three different levels at which students use dialogues as a tool for learning when they collaborate within the group.

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  • 2.
    Davidsson, Eva
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Granklint Enochson, Pernilla
    Linnaeus University, Växjö, Sweden.
    Jakobsson, Anders
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Approaching classroom dialogues – Using spy glasses for data collection2015In: Conference proceedings. HICE 2015, 13th Annual Hawaii International Conference on Education, 2015, p. 1035-1034Conference paper (Refereed)
    Abstract [en]

    Many studies within educational research seek to investigate students’ dialogues for studying learning situations. One difficulty is however to approach students’ discussions in action. In this paper we discuss the possibilities of using spy glasses in order to capture both students’ talk and their actions in the science classroom. This methodological approach makes it possible to come close to all students’ actions when working in small groups or doing laboratory work. This means that the spy glasses register their discussions with each other but also what they are doing with the laboratory equipment, what they write or what they focus on in a written text. This methodological approach provides a very rich data material and many hours of recordings for one single lesson. In order to approach the comprehensive data material we suggest clear analytic foci and iterated analytic phases. The preliminary results show that spy glasses can be an important analytic tool for capturing student dialogues and studying learning situations in the classroom.

  • 3.
    Davidsson, Eva
    et al.
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Jakobsson, Anders
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Different Images of Science at Nordic Science Centres2007In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 29, no 10, p. 1229-1244Article in journal (Refereed)
    Abstract [en]

    Science centres aim to present science in ways that will attract visitors and enhance public interest in, and knowledge of, science. But what images and different aspects of science are visitors confronted with at Nordic science centres? This study aims to explore the different aspects of science that are displayed and the ways in which these aspects constitute different images of science. In this study, staff members who work with the planning and creation of new exhibitions were asked to answer a web-based questionnaire, identifying the extent to which different aspects of science were displayed in their latest exhibition. They were also asked to voice their opinions on what, and to what extent, they would like to display different aspects in future exhibitions. This study shows that exhibitions today, in particular, choose to display the wonders of science, presenting science in a product-oriented and unproblematic way. The study also reveals a great discrepancy between what staff members display at their latest exhibitions and what they want to display in future exhibitions. They express a will to emphasise aspects of science on the basis of a societal and cultural perspective. This means that controversial issues, values in society, non-western science, and scientific processes constitute important components for future exhibitions.

  • 4.
    Davidsson, Eva
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Jakobsson, Anders
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Introduction2012In: Understanding interactions at science centers and museums: approaching sociocultural perspectives, Sense Publishers, 2012, p. 1-2Chapter in book (Other academic)
    Abstract [en]

    In the field of research and development related to science and technology centres (STCs) and museums, there has, for a long time, been a pronounced interest in increasing the understanding of what experiences visitors gain, how they consider exhibitions and what they have learnt during visits. Research studies within the field have therefore often focused on visitors’ learning outcomes and the number of studies adopting pre- and post-methodologies is quite extensive1.This approach and research focus can also be understood from a desire to create and enhance the institutions’ legitimacy and their capacity to finance further activities.

  • 5.
    Davidsson, Eva
    et al.
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Jakobsson, Anders
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Staff members’ ideas about visitors’ learning at science and technology centers2009In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 31, no 1, p. 129-146Article in journal (Refereed)
    Abstract [en]

    This study investigates staff members’ ideas and assumptions about visitors’ learning at science and technology centres. It also aims to explore in what ways their reasoning intersect with existing theories about learning within the field of science and technology centre research. The results of the study reveal that the staff members allude to learning processes differently by distinguishing organized from non-organized learning, theoretical learning from practical hands-on learning, and serious from non-serious learning. According to most of the staff members, these also conclude with different learning outcomes. Further, a majority of the staff members state that they do not have any scientific knowledge about learning despite the fact that they work with the construction of new exhibitions. When discussing visitors’ learning, the staff members instead refer to personal experiences, professional experiences, professional education, and external references. When it comes to how they reason about the natural scientific content, nearly all express that they use references from the natural science community and researchers’ knowledge. The article moreover discusses in what ways a socio-cultural approach may be used in order to understand how learning arises when visitors interact with exhibits.

  • 6.
    Davidsson, Eva
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Jakobsson, AndersMalmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Understanding interactions at science centers and museums: approaching sociocultural perspectives2012Collection (editor) (Other academic)
  • 7. del Carmen Gómez, Maria
    et al.
    Jakobsson, Anders
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Everyday classroom assessment practices in science classrooms in Sweden2014In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 9, no 4, p. 825-853Article in journal (Refereed)
    Abstract [en]

    The focus of this study is to examine to what extent and in what ways science teachers practice assessment during classroom interactions in everyday activities in an upper-secondary school in Sweden. We are science teachers working now with a larger research project on assessment in science education that seeks to examine teachers’ assessment practices in the upper-secondary school. Framing questions include: are teachers performing an integrated assessment of students’ skills as the national curriculum mandates? If so, what do the instructional discourses look like in those situations and what are students’ experiences regarding their agency on learning and assessment? We emphasize the social, cultural and historic character of assessment and sustain a situated character of learning instead of the notion that learning is “stored inside the head”. Teacher led lessons in three science classrooms were video-recorded and analyzed by combining ethnographic and discourse methods of analysis. Both methods are appropriate to the theoretical foundation of our approach on learning and can give some answers to questions about how individuals interact socially, how their experience is passed on to next generations through language and how language use may reveal cultural changes in the studied context. Making the study of action in a classroom the focal point of sociocultural analysis supports the examination of assessment processes and identification of the social roles in which teachers and students are immersed. Such an approach requires observations of how teachers act in authentic teaching situations when they interact with their students in classroom making possible to observe negotiation processes, agencies when both teachers and students are involved in every-day activities. Our study showed that teachers mostly ignored students’ questions and that students solved their own problems by helping each other. Teachers did not provide opportunities for students to discuss or argue scientific issues as the national science curriculum stipulates. We found that traditional assessment methods, such as tests, examinations and assignments were the most common methods used to assess and grade students’ learning. Different aspects of knowledge stipulated in the national Swedish curriculum, such as lifelong learning, stimulation to students’ creativity, curiosity as well as their wish to explore and convert new ideas into action, and find solutions to problems, were restricted by teachers’ discourses. The observed teachers’ learning and assessment practices constrain students’ agency leading to students’ silence consequently hindering students’ development.

  • 8.
    Jakobsson, Anders
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Att undersöka kunskapstrender med hjälp av PISA: likvärdighet, förståelse och kunskapssyn2013In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 22, no 3, p. 13-36Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to highlight different ways of using data from large-scale-studies to interpret trends in the Swedish results in science during the last decade. A majority of the PISA- and TIMSS-studies during this period indicates a clear descending trend in the Swedish national mean values and in some studies the Swedish results display the most significant downward results of all countries. This article discusses how this development may be explained and to what extent the national mean values may be understood as trustworthy. In alternative studies some researchers have used the data to conduct secondary analyzes and show that the trend only are valid in some performance groups and that the reduced results in the group of low- and mid-performers explains the main part of the descending national trend. In addition, these studies indicate that increased school segregation and the development of decreased equity between schools may explain the trend in science during the last decade.

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  • 9.
    Jakobsson, Anders
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Barn ser på framtiden. En utvärdering hur projektet Barn ser på framtiden införlivas i Naturvetenskap och teknik för alla2007Report (Other academic)
    Abstract [en]

    The project of "Children imagine the future" is ongoing since the fall of 2001 and is above all a national project that aims to stimulate students (aged 10-12) to think about technology in a future perspective. The project is operated by The Royal Swedish Academy of Engineering Sciences (IVA) and the National Swedish Research Council and is lead by a board consisting of representatives from the industry, research community and schools.

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  • 10.
    Jakobsson, Anders
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Children speculate about the future, An evaluation of a national project about students understanding of Technology and science in a future perspective, Royal Swedish Academiy of Engineering Sciences2007Report (Other academic)
    Abstract [sv]

    Projektet Barn ser på framtiden har pågått sedan hösten 2001 och är framförallt ett nationellt skolprojekt som syftar till att stimulera elever i skolår 4-6 att fundera över framtidens teknik. Projektet drivs av Ingenjörsvetenskapsakademin (IVA) och Vetenskapsrådet (VR) och leds av en styrgrupp med representanter från näringslivet, forskningssamhället och skolan. Tanken med projektet är att eleverna skall reflektera över hur vi människor kommer bo, äta och transportera oss på ett miljömässigt och hållbart sätt år 2020. Den övergripande målsättningen med projektet är att stimulera elevernas intresse för teknik och naturvetenskap, försöka påverka lärarna att utveckla sin undervisning och integrera teknikämnet med andra ämnesområden. En annan målsättning är att eleverna under arbetet skall utveckla en medvetenhet om teknikens kunskapstraditioner och hur tekniken påverkat och påverkar människan, samhället och naturen.

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  • 11.
    Jakobsson, Anders
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Elevers interaktiva lärande vid problemlösning i grupp. En processtudie2001Doctoral thesis, monograph (Other academic)
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  • 12.
    Jakobsson, Anders
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    En fortsatt utvärdering av projektet Unga Spekulerar, delrapport 2C2003Report (Other academic)
    Abstract [sv]

    Utvärderingen syftar huvudsakligen till att undersöka vilka effekter projektet "Unga spekulerar" har på deltagarna; elever, skola och de som driver projektet. Utvärderingen kommer att genomföras kontinuerligt under projekttiden och rapporteras i två delrapporter och en slutrapport. Varje rapport kommer att ha ett huvudfokus för att skapa bästa möjliga djup i utvärderingen. Denna rapport utgör del två i en kontinuerlig utvärdering av projektet.

  • 13.
    Jakobsson, Anders
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    En inledande rapport av projektet Unga Spekulerar2003Report (Other academic)
  • 14.
    Jakobsson, Anders
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Five different "learning attitudes" towards science2003Conference paper (Refereed)
  • 15.
    Jakobsson, Anders
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Gedankenschmieden: Ein Dialog zwischen Klassenzimmer und Schulforschung. Schnittstelle Lehrerbildung und Schule im internationalen Kontext2008In: Journal für LehrerInnenbildung, Vol. 8, no 3, p. 14-21Article in journal (Refereed)
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  • 16.
    Jakobsson, Anders
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Learning attitudes decisive to students' cognitive and knowledge development2003Conference paper (Refereed)
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  • 17.
    Jakobsson, Anders
    Malmö University, Disciplinary literacy and inclusive teaching. Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Naturvetenskapernas didaktik: Ett frigörande perspektiv2021In: Tio forskare om ämnesdidaktik / [ed] Tomas Kroksmark, Lund: Studentlitteratur AB, 2021, p. 17-48Chapter in book (Refereed)
  • 18.
    Jakobsson, Anders
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Sociokulturella perspektiv på lärande och utveckling: lärande som begreppsmässig precisering och koordinering2012In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 17, no 2-4, p. 152-170Article in journal (Refereed)
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  • 19.
    Jakobsson, Anders
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Storskaliga studier: kunskapsmätningar som paradox och möjlighet2013In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 22, no 3, p. 5-12Article in journal (Refereed)
    Abstract [sv]

    Ett övergripande fokus i detta temanummer är att analysera, granska och diskutera de storskaliga studierna och deras påverkan på utbildningssystemen i Sverige och internationellt. I flera av artiklarna argumenterar författarna för att resultaten från PISA och TIMSS såväl som de nationella proven tenderar att få ett allt större inflytande på utbildningspolitik och undervisning i Sverige och i övriga världen under 2000-talet. Ett sådant exempel är de senaste årens tillkomst av ett antal skolreformer, såsom nya läroplaner, betygsystem, skollag och en ny (-gammal) lärarutbildning. Vid en granskning av de politiska dokumenten bakom besluten är det möjligt att upptäcka att man vid upprepade tillfällen använder resultatbeskrivningar från de storskaliga studierna som argument för att genomföra reformerna (se t.ex. SOU 2008:109). Detta trots att det är högst tveksamt om man kan dra denna typ av långtgående slutsatser utifrån resultaten från PISA och TIMSS.

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  • 20.
    Jakobsson, Anders
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Students’ self-confidence and learning through dialogues in a net-based environment2006In: Journal of Information Technology and Teacher Education, ISSN 1059-7069, E-ISSN 1943-5924, Vol. 14, no 2, p. 387-405Article in journal (Refereed)
    Abstract [en]

    The study describes the factors that render possible and restrain students’ learning when they try to develop new knowledge through collaboration in a net-based learning environment. The pedagogical platform takes as its startingpoint a framework of socio-cultural theories of learning and is based on dialogues and collaborative situations in small groups. Results of the study have been extracted using statistical analysis of students’ understanding of the concepts of knowledge and learning as well as self-confidence. To ascertain whether or not students’ learning has benefited from the net-based dialogues, background factors such as gender, socio- economic background, and ethnicity have been accounted for in the overall analysis. Results show that there are relatively big differences between the students’ approach to knowledge and learning and that this appears to influence their behaviour during the course. The analysis shows that only some students develop a good ability for using dialogues as an important learning resource, while others do not choose to utilise this opportunity. Furthermore, results show that students’ descriptions of themselves are clearly related to their course activity and to their examination results. A surprising discovery is that students with a non-academic background seem to utilise this opportunity for collaboration to a much greater extent that others, and also achieve better examination results.

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  • 21.
    Jakobsson, Anders
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Students' self-confidence and learning through dialogues in netbased environment2003Conference paper (Refereed)
  • 22.
    Jakobsson, Anders
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Tankesmedjorna smider planer för framtiden2007Report (Other academic)
    Abstract [sv]

    Organisationen kring tankesmedjorna är ett samarbete mellan 27 kommuner i södra Sverige, kommunförbundet, Malmö Högskola och Högskolan Kristianstad. Ett skolrelaterat problemområde identifieras i samråd mellan intresserade kommuner och högskolorna. Alla initierade kommuner erbjuds möjlighet att delta i arbetet i smedjan och de som beslutar sig för att delta ingår därefter ett avtal med högskolorna angående tankesmedjans syfte, arbetsformer, mål och finansiering. Detta innebär att kommunerna står för merparten av finansieringen av tankesmedjans kostnader. När detta är klart bildas en tankesmedja för att bearbeta problemet, föreslå strategier för fortsatt forskning och hitta lösningsförslag användbara för den lokala skolan. En tankesmedja består av forskare och lärare från högskolan, yrkesverksamma från skolan med stor erfarenhet av det aktuella problemet samt andra kloka personer valda från verksamheter utanför skolområdet (ca 20 personer). Tankesmedjan arbetar ungefär ett års tid i en omfattning motsvarande en tiondel av deltagarnas totala arbetstid. Varje tankesmedja har två offentliga seminarier där allmänheten, lärare från högskolorna och de lokala skolorna inbjuds att delta. Arbetet i en tankesmedja avslutas genom att deltagarna författar en rapport i en skriftserie som finns tillgänglig för alla intresserade. Organisationen kring tankesmedjorna har nu varit igång i ungefär två år och de tankesmedjor som hittills startas är: -IUP, bedöming och betygsättning - Hälsa & lärande i samverkan - Kunskapssyn och kompetensbehov i framtidens samhälle - Matematik – En demokratisk rättighet

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  • 23.
    Jakobsson, Anders
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Teachers Understanding of Language and Literacy as a Key for Inclusive Science Education (ISE)2019Conference paper (Other academic)
    Abstract [en]

    This symposium aims to provide a space to consider the roles of language and literacy in teaching and learning science in Sweden, Norway and the Netherlands. Although the importance of language for teaching and learning science is widely accepted (Yore, 2011); the complex nature of the modern society, along with awareness of multiple modes and specific affordances of language, call for critical consideration of specific challenges and possibilities. In this context, learning science may be considered as being introduced in a specific language and literacy practice. Given this background, a large number of studies (OECD 2017) in a European context show that providing high-quality teaching and developing students’ literacy skills in heterogeneous language classrooms is a major challenge facing education today. Other studies (Schleppegrell, 2013) indicate that teachers display a lack of experience and professional knowledge about how science education could be organized to support multilingual students’ needs when it comes to developing their language and conceptual knowledge. However, guiding students into literacy is acknowledged to play a crucial role for all students, including native speakers from non-academic backgrounds. This symposium brings together empirical research that aims to explore how teachers may be prepared for these challenges. We will highlight the development of theory on the role of language in science teaching and discuss practical insights for teachers on language and literacy demands and the ways these can be addressed in order to provide equal opportunities and enhance the learning processes for all students. The first presentation explores secondary teachers’ understanding of the role of language in science instruction and investigate which aspects of this role teachers emphasize when discussing students’ learning. The data consists of observations and documentation of teachers’ discussions during an in-service training course about language and literacy perspectives in science teaching. The analysis reveals the existence of different teacher approaches when it comes to including language and literacy perspectives in teaching science. The second presentation focuses on how upper secondary physics teachers contextualize activities when supporting students’ learning. Through a design-based approach the teachers included language perspectives through talk- and writing-in-interaction when teaching Newton’s laws of motion, energy and electricity. The data consists of field notes, snapshots of experiments, texts and theoretical models. Results show three phases of teachers’ development in the design process: orientation, intensification and consolidation. The third presentation explores how interventions in teacher education can lead to teacher students understanding and enactment in practice. The data collection included interviews with teacher educators and teacher students and video documentation of lessons. The study resulted in a design called ‘KALISTTE’ (Knowledge About Language In Science and Technology Teacher Education) and six design principles. The fourth presentation reports on an ongoing design study in three European countries. The aim is to contribute to inclusive science education through analyzing teachers’ classroom work across educational contexts, when provided with tools to introduce literacy approaches. Four types of inclusive strategies were introduced: interactive strategies, planned scaffolding, interactional scaffolding and using multilingual resources. In the data collection groups of teachers were followed through classroom observations and reflective logs while working with units in multilingual primary classrooms. References: OECD (2017). Education at a Glance 2017, OECD Indicators. OECD Publishing, Paris. Schleppegrell, M. J. (2013). The Role of Metalanguage in Supporting Academic Language Development. Language Learning. A Journal of Research in Language Studies, 63(1), 153–170. Yore, L. D. (2011). Foundations of scientific, mathematical, and technological literacies—Common themes and theoretical frameworks. In Centre for science, mathematics, and technology literacy: Lessons learned (pp. 23-44). SensePublishers.

  • 24.
    Jakobsson, Anders
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Three models of explanations of Swedish students’ declining results on large-scale science studies.2012In: Resultatdialog 2012, Vetenskapsrådet , 2012, p. 100-107Chapter in book (Other academic)
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  • 25.
    Jakobsson, Anders
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Davidsson, Eva
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Using sociocultural frameworks to understand the significance of interactions at science and technology centers and museums2012In: Understanding interactions at science centers and museums: approaching sociocultural perspectives, Sense Publishers, 2012, p. 3-21Chapter in book (Other academic)
    Abstract [en]

    A possible approach in order to explore and increase the understanding of the role of interactions at Science and Technology Centres (STCs) and museums is to focus on and discuss what implications these interactions may have in relation to learning and human development. One explicit aim with such a focus is to take the rich flora of sociocultural or cultural-historical frameworks as a point of departure in order to begin to develop a theoretical model, which aims to describe and explain the significance of interactions in these contexts.

  • 26.
    Jakobsson, Anders
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Davidsson, Eva
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Abrahamsson, Christian
    Lagerholm, Charlotte
    Lind, Johan
    Malm, Mimmi
    Ollinen, Karin
    Pennegård, Eva
    Rietz, Louise
    Svensson, Eva
    Vetenskapskommunikation och skolutveckling som en del av den tredje uppgiften2019In: En historiker korsar sitt spår: En vänbok till Roger Johansson om att lära sig av historien och lära ut historia, Malmö universitet, 2019, p. 221-237Chapter in book (Other academic)
    Abstract [sv]

    I detta kapitel fokuserar vi hur universitetens samverkan med det omgivande samhället kan bidra med ny forskning och samtidigt verka för spridning av nya forskningsresultat. I forskarskolan Communicate science in school (CSiS) deltar tio lärare i en forskarutbildning där deltagarna efter avslutad utbildning erhåller en licentiatexamen i naturvetenskapernas didaktik. Ett viktigt syfte med forskarskolan är att fortlöpande samla förvaltningschefer, rektorer och forskarstuderande för att diskutera och förstärka skolutveckling i förskolan, grundskolan och gymnasieskolan på vetenskaplig grund. Det innebär att initiera samtal om hur de berörda lärarnas kunskaper ska komma kommunernas skolutveckling till godo efter avlagd examen. Gemensamt för samtliga forskarstuderande har varit att problematisera skolämnenas innehåll i relation till modern forskning i naturvetenskap och teknik men också att ta del av internationell utbildningsvetenskaplig forskning i relation till undervisningsformer och organisering av själva undervisningen.

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  • 27.
    Jakobsson, Anders
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Davidsson, Eva
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Granklint Enochson, Pernilla
    Linnaeus University, Växjö, Sweden.
    Relating trends in large-scale science studies to how teaching and learning are constituted in different school environments in Sweden2015In: Conference proceedings. HICE 2015, 13th Annual Hawaii International Conference on Education, 2015, p. 1031-1032Conference paper (Refereed)
    Abstract [en]

    This paper is based on an interest in increasing the understanding of trends regarding Swedish students ́ knowledge in science by exploring the relation between results of large-scale studies (PISA and TIMSS) and how science teaching and learning are constituted in different school environments. Previous large scale studies point to an explicit downward trend in Swedish students ́ performances in science over the last decade. Our analyses indicate that a reinforced knowledge segregation of Swedish schools and declining results among low- and mid-ranged performers explains a main part of the trend. In this paper we analyze how this trend could be related to and visible in different activities in a science classroom perspective in Sweden today. This means to analyze the use of language and science classroom discourse, in theoretical and practical parts of the classroom activities. In addition, it involves exploring different school areas which have either a large proportions of high achievers or low performers or areas that experienced a substantial improvement or decline during this period. The purpose is to analyze the empirical material which comprises examples of teaching and learning sequences, in a selection of these different schools areas. Our expectations are to increase the understanding of how national trends from large-scale studies are constituted and become explicit, distinguish success and decline factors and identify suggestions of practical action programs for science teaching.

  • 28.
    Jakobsson, Anders
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Davidsson, Eva
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Johansson, Roger
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Teachers’ Reflections on Science Instruction as a Language Activity2018Conference paper (Other academic)
    Abstract [en]

    Several researchers have characterized the use of language in science instruction as a 3-language problem, as the students move between home-, school-, and scientific languages and expressions. In this way it is possible to describe a science classroom as an arena for several discursive or hybrid languages where different expressions are negotiated and discussed. The 3-language problem has highlighted the importance of making hybrid spaces explicit for students by comparing and merging their everyday worlds and colloquial language with the languages of science. An important question is what language and discursive awareness science teachers express about how science communication in different contexts may constitute a hindrance or support for students’ engagement in science? We explore in what ways 10 science teachers reflect upon different communicative and language perspectives in science education in Sweden. The participating teachers work half time as teachers in primary and secondary school and attend a part time graduate school in education at the university. Interviews focused on experienced possibilities and difficulties when discussing science and technology with their students. Preliminary results suggest a general lack of or an implicit discursive awareness among teachers about science instruction as a language activity. However, several teachers exemplified new ways of outlining and forming contemporary scientific and technological knowledge for students.

  • 29.
    Jakobsson, Anders
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Davidsson, Eva
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Karlsson, Karl-Göran
    Oskarsson, Magnus
    Exploring Epistemological Trends in Students’ Understanding of Science from the Perspective of Large-Scale Studies2013In: ISRN Education, ISSN 2090-8644, E-ISSN 2090-8652, Vol. 2013, no 196014Article in journal (Refereed)
    Abstract [en]

    This paper highlights howresults fromlarge-scale studies can be used to understand students’ knowledge of science. Several scholars express critique of today’s PISA framework, especially with regard to the presentation of the results as national rankings, and suggest alternative and complementary methods.The present study has used PISA data to reveal hidden patterns in the results. The results show a general descending trend in items focusing on the nature of science and how new scientific knowledge is generated. On the other hand, there is an obvious upward trend regarding tasks that measure fact-based elementary or root knowledge.These trends are slightly differentiated at a national level, as the time and magnitude of the decline or increase may vary.

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  • 30.
    Jakobsson, Anders
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching. Inland Norway University of Applied Sciences, Hamar, NORWAY.
    Kouns, Maria
    Malmö University, Disciplinary literacy and inclusive teaching. Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Subject-language perspectives on multilingual students learning in science2023In: European Journal of Science and Mathematics Education, E-ISSN 2301-251X, Vol. 11, no 2, p. 197-214, article id sArticle in journal (Refereed)
    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

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  • 31. Jakobsson, Anders
    et al.
    Lundström, Lars
    Rapporter från Tankesmedjan2007Collection (editor) (Other academic)
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  • 32.
    Jakobsson, Anders
    et al.
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Mäkitalo, Åsa
    Säljö, Roger
    Conceptions of knowledge in research on students' understanding of the greenhouse effect: Methodological positions and their consequences for representations of knowing2009In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 98, no 6, p. 978-995Article in journal (Refereed)
    Abstract [en]

    Much of the research on students’ understanding of the greenhouse effect and global warming reports poor results. Students are claimed to hold misconceptions and na¨ıve beliefs, and the impact of teaching on their conceptions is also low. In the present study, these results are called into question, and it is argued that they may to a large extent be seen as artifacts of the research methods deployed, in particular when written questionnaires are used. When following students’ projectwork in school over a long period, many of the misunderstandings reported in the literature do not appear. It is argued that the appropriation and use of scientific language when discussing complex socioscientific issues is a gradual process. When observing the language and mediational means students use over time, it is obvious that they are able to identify and use central distinctions in their interactions. They are also able to make productive use of texts and other materials that allow them to successively approximate scientific modes of reasoning. Thus, what students know emerges in communicative practices where they interact with others and with cultural tools in a focused activity. It is argued that students’ knowledge of complex multidisciplinary phenomena of this kind may be particularly ill-suited to conventional questionnaire types of testing.

  • 33.
    Jakobsson, Anders
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Nygård Larsson, PiaMalmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.Bergman, LottaMalmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Ämneslitteracitet och inkluderande undervisning2022Collection (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.

  • 34.
    Jakobsson, Anders
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Nygård Larsson, Pia
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Bergman, Lotta
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Ämneslitteraciteter i skola och högre utbildning2022In: Ämneslitteracitet och inkluderande undervisning / [ed] Jakobsson, Anders; Nygård Larsson Pia; Bergman, Lotta, Lund: Studentlitteratur AB, 2022, 1, p. 15-30Chapter in book (Other academic)
  • 35.
    Jakobsson, Anders
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Nygård Larsson, Pia
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Karlsson, Annika
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Translanguaging as a Pedagogical Strategy for Enhancing Multilingual Science Students’ Learning in Different Educational Contexts2021In: Translanguaging in Science Education / [ed] Anders Jakobsson, Pia Nygård Larsson, Annika Karlsson, Springer , 2021, p. 1-11Chapter in book (Refereed)
  • 36.
    Jakobsson, Anders
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Nygård Larsson, PiaMalmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.Karlsson, AnnikaMalmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Translanguaging in Science Education2021Collection (editor) (Refereed)
  • 37.
    Jakobsson, Anders
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Olson, Maria
    Ett vidgat perspektiv på ämnesdidaktik2012In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 6, no 2, p. 8-14Article in journal (Refereed)
    Abstract [sv]

    I föreliggande temanummer av Utbildning & Lärande presenteras bidrag som berör, beskriver och diskuterar begreppet ämnesdidaktik, samt utgör exempel på ämnesdidaktiska studier och översikter. Syftet med att välja denna tematik är att hålla liv i och utveckla en utbildningsvetenskaplig diskussion som förts under decennier i Sverige såväl som i våra nordiska grannländer och i andra delar av världen.

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  • 38.
    Jakobsson, Anders
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Oskarsson, Magnus
    Mittuniversitetet.
    Klassrumsstudier i ljuset av kunskapstrender i PISA: Elevers kunskaper i naturvetenskap ur ett likvärdighetsperspektiv2019In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 28, no 3, p. 5-15Article in journal (Refereed)
    Abstract [sv]

    För några år sedan medverkade ett antal forskare i Sverige i ett temanummer i Utbildning & Demokrati (nr 3/2013) med den övergripande rubriken Kan vi lita på PISA? De medverkande författarna samarbetade under denna tid i ett nationellt forskningsnätverk (RASS) finansierat av Vetenskapsrådet med syftet att analysera svenska elevers kunskaper i naturvetenskap utifrån resultaten i internationella kunskapsmätningar. Ett annat uttalat syfte var att granska tillförlitligheten och validiteten i denna typ av mätningar. Exempelvis framhölls att de storskaliga studierna kan betraktas som paradoxer eftersom de utgör inflytelserika paradigm när det gäller att utvärdera elevers kunskaper samtidigt som de medverkar till att reducera beskrivningen av dessa utifrån psykometriska metoder och nationsrankingar (se t ex Jakobsson, Davidsson, Karlsson & Oskarsson 2013, Popkewitz 2011).

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  • 39.
    Jakobsson, Anders
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Oskarsson, MagnusMittuniversitetet.
    Tema: Klassrumsstudier i ljuset av PISA2020Collection (editor) (Other academic)
  • 40.
    Johansson, Roger
    et al.
    Malmö University, Faculty of Culture and Society (KS), Institute for Studies in Malmö's history (IMH). Malmö University, Faculty of Culture and Society (KS), Department of Urban Studies (US).
    Jakobsson, Anders
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Malmös skolor under en turbulent tid2020In: Malmö stads historia, Nionde delen 1990-2020, band 1 och 2: I Turning Torsos Tidevarv / [ed] Roger Johansson (huvudredaktör), Malmö: Kira förlag , 2020, 1, p. 27-57Chapter in book (Other academic)
    Abstract [sv]

    En genomgång av utvecklingen inom skolväsendet i Malmö åren 1990-2020. En kvalitativ och kvantitativ studie.

  • 41.
    Karlsson, Annika
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Nygård Larsson, Pia
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Jakobsson, Anders
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Flerspråkighet som en resurs i NO-klassrummet2016In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 21, no 1-2, p. 30-55Article in journal (Refereed)
    Abstract [en]

    Multilingualism as a resource in the science classroom This study has two main aims. The first is to study and analyze authentic student conversations in a natural science teaching context in which second language learners are able to use both their first and second languages. The second is to examine whether switching between languages could be a resource for the students’ learning in the subject and, if so, in what ways. An underlying aim concerns how code-switching can help students to bridge the differences between everyday modes of language and more scientific modes. The analysis focused on 28 typical and representative code-switching situations between Swedish and Arabic, which arose in authentic science instruction situations. Transcription was performed together with an Arabic-speaking language teacher. The functions of the selected code-switching situations were analyzed based on a study of Appel and Muysken (2005). However, quantifying and categorizing code-switching situations based on their functions proved problematic. The analysis revealed the functional complexity of code-switching, whereby one code-switch often serves several different functions simultaneously; this is also consistent with previous research (Cromdal, 2000; Gumperz, 1982; Rampton, 2014). Instead, our analysis focused on the students’ linguistic movement between and within different discourses in the natural science learning. We used two main discourses: the students’ everyday practical experience of the world, and the natural science subject-specific discourse that students encounter in the school science instruction context. We also used discourses related to students’ social and cultural backgrounds. To describe students’ ability to move between discourses, we use the term discursive mobility (Nygård Larsson, 2011). The study was conducted with students at a multicultural school, where all of the students are multilingual, located on the outskirts of a large Swedish town. During data collection, the natural science subject was “photosynthesis, combustion, and ecological relationships.” In an attempt to create a language development instruction, the teacher used a genre pedagogical approach (Rose & Martin, 2012). The study followed 11 science education lessons using three video cameras and two voice recorders, and the collected material comprises to a total of 28.5 hours of student conferences and teaching sequences. Student texts and instructional materials were also collected. The analysis showed that most of the 28 different code-switching situations were used in order to increase the understanding of the natural science subject matters. The analysis also indicates that concretizing and relating the subject matters to everyday events helps the students understand abstract concepts, and is therefore a resource in the learning process. This is usually done by using both languages and often in code-switching between languages. In other words, the switching between first- and second language facilitates the use of the available languages, and helps increase students’ communicative spectrum which is supported in previous research (Creese & Blackledge, 2010; Wigerfelt & Morgan, 2011). Code-switching occurs within linguistic loops between discourses, which are an important condition to describe and develop new knowledge in the field. The students’ everyday experiences are often expressed using their first language, which means that the linguistic loops constitute a movement both between national languages and different discourses or use of language (modes of expression). On a more general level, it appears as though the students’ ability to use all their linguistic resources expands their discursive mobility (Nygård Larsson, 2011). Linking the natural science subject content with the students’ own experience enables code-switching, which, in turn, enables the students to contextualize subject matter as a precondition for deeper understanding. We can see important implications in relation to the results of the study. For example, the fact that some newly arrived students had started their schooling, and developed a basic knowledge of science, in their home country offered the opportunity to continue the development of knowledge in a language that makes this possible. We will therefor assert a flexible and multilingual education, where multilingualism and code-switching is perceived as a resource to support such development. Creating an expanded continuity between previous education, language development in both languages, and subject-specific teaching, leads to improved achievement for these students. Our study suggests that teaching situations that allow and encourage switching between languages and different modes of expressions can be an important tool in this development.

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  • 42.
    Karlsson, Annika
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Nygård Larsson, Pia
    Malmö University, Disciplinary literacy and inclusive teaching. Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Jakobsson, Anders
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Multilingual students' use of translanguaging in science classrooms2019In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 41, no 15, p. 2049-2069Article in journal (Refereed)
    Abstract [en]

    This study describes multilingual students’ authentic use of their first and second languages in a translanguaging science classroom, from a sociocultural perspective. The study is ethnographic, and has followed some lessons each month in a translanguaging science classroom at a primary school for three years. The observed lessons were documented by four video cameras and four audio recorders, while field notes and different types of students’ texts and other teaching materials were also collected. In order investigate how language operates, and to realise the meaning semantically, we analysed the students’ use of both first and second language to tie paradigmatic relations, and how they move in linguistic loops between languages and discourses. The results illustrate the ways in which a translanguaging science classroom constitutes a resource in joint negotiations of the scientific content and its related language for multilingual students, and benefits the students’ ability to relate and contextualise the science content to prior experience. The creation of translanguaging science classrooms, in which students’ experiences and diverse cultural and linguistic resources interweave with school science, and in which multilingual students are enabled and encouraged to use all available language resources, has important implications for science education.

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  • 43.
    Karlsson, Annika
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Nygård Larsson, Pia
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Jakobsson, Anders
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Students’ Multilingual Negotiations of Science in Third Space2021In: 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.

  • 44.
    Karlsson, Annika
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Nygård Larsson, Pia
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Jakobsson, Anders
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    The continuity of learning in a translanguaging science classroom2020In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 15, no 1, p. 1-25Article in journal (Refereed)
    Abstract [en]

    This article aims to explore and clarify how students’ use of first and second languages in a translanguaging science classroom (TSC) may affect the continuity of learning in science. In a TSC, participants can use all available language resources, in all meaning-making situations. An ethnographic data collection and research design is used to capture the authentic language use in this practice. The study followed monthly science lessons at a primary school for 3 years (2012–2015) and was documented by four video cameras and four audio recorders. The data material also consists of recorded conversations with four students, newly arrived in Sweden at the time of the data collection. In addition, field notes, students’ texts and different teaching materials were collected. To analyze how the use of both first and second languages may affect the continuity of science learning in multilingual classroom activities, practical epistemology analysis is used. The analysis shows that a TSC is an asset in appropriating a new social practice for students with limited ability to understand and express themselves in the language of instruction. However, the analysis also reveals some situations within this practice, in which all available resources are not utilized. These situations seem to be consequences of low expectations of students with limited access to the language of instruction expressed in simplified language usage; contextualizing the subject matter to everyday experiences students may not share; and the complexity of translating and transforming scientific content from one national language into another (Arabic and Swedish) and between everyday and academic discourse. The study contributes to the field by illustrating the importance of supporting each student’s access to the language tools that constitutes the scientific subject matter, as well as promoting the use of all resources to relate this to prior experience for a continuity of learning in a multilingual science classroom.

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  • 45.
    Karlsson, Annika
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Nygård Larsson, Pia
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Jakobsson, Anders
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Transspråkande NO-klassrum: Flerspråkiga vägar till ämneslitteracitet2022In: Ämneslitteracitet och inkluderande undervisning / [ed] Jakobsson, Anders; Nygård Larsson, Pia; Bergman, Lotta, Lund: Studentlitteratur AB, 2022, 1, p. 245-278Chapter in book (Other academic)
  • 46.
    Karlsson, Annika
    et al.
    Malmö University, Disciplinary literacy and inclusive teaching. Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Nygård Larsson, Pia
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Svensson Källberg, Petra
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Jakobsson, Anders
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Spaces for multilingualism?: Multilingual approaches and activities in mathematics and science education2023In: ESERA 2023: Abstract book / [ed] Metin Sardag; Gokhan Kaya, 2023, article id 1065Conference paper (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.

  • 47.
    Karlsson, Annika
    et al.
    Malmö University, Disciplinary literacy and inclusive teaching. Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University.
    Olander, Clas
    Malmö University, Disciplinary literacy and inclusive teaching. Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Jakobsson, Anders
    Malmö University, Disciplinary literacy and inclusive teaching. Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Johansson, Sofie
    University of Gothenburgh.
    Nygård Larsson, Pia
    Malmö University, Disciplinary literacy and inclusive teaching. Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Challenges and Possibilities in Multilingual Swedish Classrooms2021Conference paper (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.

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  • 48.
    Lind, Johan
    et al.
    Lund University.
    Pelger, Susanne
    Lund University.
    Jakobsson, Anders
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Students’ ideas about technological systems interacting with human needs2019In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 29, no 2, p. 263-282Article in journal (Refereed)
    Abstract [en]

    Technology is a compulsory subject at Swedish elementary schools and, according to the syllabus, helps students develop their ability to examine different technological solutions and reason how these solutions affect society, environment, and humans. An important challenge for educational research is to analyse and understand the consequences and impacts of technologies on students’ learning, well-being, and participation in society. It is important to understand how technological systems work in order to orient oneself in modern society and to make well-informed decisions about what is good or bad use of technology. The purpose of this study is to further explore students’ understanding of technological systems and their features through investigating the students’ reasoning and collaboration in small-group interactions. We found a relatively large number of situations where students clearly demonstrate that they understand technological systems and the components and relationships among them. On the other hand, some situations indicate that students have difficulty explaining and understanding or realising concepts, theories, and relationships regarding technological systems. The findings need to be examined critically, although the students in this study were not used to this way of working with concepts or using images in their presentations. The study was conducted in the spring of 2016 at a compulsory school in the south of Sweden.

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  • 49.
    Lind, Johan
    et al.
    Lund University.
    Pelger, Susanne
    Lund University.
    Jakobsson, Anders
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Students' knowledge of emerging technology and sustainability through a design activity in technology education2022In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 32, p. 243-266Article in journal (Refereed)
    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.

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  • 50.
    Lundström, Mats
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Jakobsson, Anders
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Scientific trustworthiness: the considerations and perceptions of students2012In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 6, no 2, p. 98-116Article in journal (Refereed)
    Abstract [sv]

    I den här artikeln beskrivs och diskuteras en empirisk studie där gymnasieelever diskuterar olika förklaringsmodeller kring ämnesområdet kropp och hälsa. Syftet har varit att utvärdera och analysera elevernas användning av begreppen tillförlitlighet och trovärdighet i förhåll-ande till såväl vetenskapliga som icke-vetenskapliga förklaringsmodeller. Vi har analyserat elevernas användning av olika epistemologiska resurser i argumentativa situationer. Analysen ledde fram till att eleverna använde fyra olika typer av epistemologiska resurser; relativistiska, normativa, auktoritativa och vetenskapliga. Resultaten visar att samma elev kan använda olika epistemologiska resurser vid olika tillfällen. Vi anser att vårt teoretiska ramverk som utgår från epistemologiska resurser kan bidra till att förstå hur individer använder olika förklaringsmodeller i olika sammanhang.

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