Malmö University Publications
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  • 1.
    Ideland, Malin
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Malmberg, Claes
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Nelson, Johan
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Nilsson, Karin
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Pettersson, Birgitta
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Rehn, Agneta
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Sjöström, Jesper
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Zeidler, Annette
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Naturvetenskap och yngre barn: om att forskningsanknyta utbildning för förskollärare och grundlärare2012Report (Other academic)
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  • 2.
    Nelson, Johan
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Hur används läroboken av lärare och elever?2006In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 4, p. 16-27Article in journal (Refereed)
    Abstract [en]

    The textbook plays an important role in science education. It has been criticised, though, for several reasons, and therefore it is important to raise the question of whether the textbook is written and used in the most effective way. This article presents a literature review of the different roles of the textbook when used by teachers and students. Research shows that the textbook is important for teachers in planning of lessons and for the classroom activities. However, findings also indicate that students do not appreciate the textbook as much as might be expected by teachers and textbook producers. Finally, it is evident that neither teachers nor students use the textbook according to modern theories of science education, i.e. according to sociocultural and metacognitive theory.

  • 3.
    Nelson, Johan
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Naturvetenskaplig kunskapsproduktion2012In: Naturvetenskap och yngre barn: om att forskningsanknyta utbildning för förskollärare och grundlärare; / [ed] Malin Ideland, Claes Malmberg, Malmö högskola, Lärande och Samhälle , 2012, p. 67-78Chapter in book (Other academic)
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    FULLTEXT01
  • 4.
    Nelson, Johan
    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.
    Olander, Clas
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Meaning-making of arrows in a representation of the greenhouse effect2024In: Journal of Biological Education, ISSN 0021-9266, E-ISSN 2157-6009, Vol. 58, no 1, p. 4-15Article in journal (Refereed)
    Abstract [en]

    This study investigated meaning-making of arrows in a representation of the greenhouse effect among 14-year-old secondary school students. Data was generated during Biology lessons where 74 students discussed how they interpreted a representation from the Swedish Society for Nature Conservation, which is an NGO that produce school material . The students were divided into 33 groups, who made written notes. In addition 12 groups were videotaped and eleven of these groups were interviewed a week later. The analysis focused on meaning-making of the arrows in the representation with the starting point that the arrows were represented in two distinctive ways, colour (yellow/orange) and shape (straight/curved/wavy). The result show that the colour yellow was strongly connected to the Sun whereas orange was connected to heat. The mode waviness made meaning-making more diverse and the coupling to the colour orange triggered interpretations about heat and different emissions and gases. One implication is that arrows are interpreted in the light of everyday experiences. In order to make sense in a more scientific way the arrows need unpacking and contextualisation. The overall connection between meaning-making and representation was captured by one group as: "It is an easy representation, if you understand it".

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    fulltext
  • 5.
    Nilsson, Karin
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Sjöström, Jesper
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Nelson, Johan
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Forskningsanknuten NO från förskola till lärarutbildning2012Conference paper (Other academic)
    Abstract [sv]

    Under läsåret 2011/12 har stora delar av det lärarlag som undervisar i naturvetenskap och lärande vid Malmö högskola deltagit i en forskningscirkel kring forskningsanknytning av förskollärar- och grundlärarutbildningarna. Vi har diskuterat vad forskningsanknytning kan innebära och också den senaste (främst svenska) forskningen kring barn och naturvetenskap. Vidare har cirkeldeltagarna (3 adjunkter och 5 lektorer) skrivit vars sitt kapitel i boken Naturvetenskap och yngre barn – om att forskningsanknyta utbildning för förskollärare och grundlärare (2012, Malin Ideland & Claes Malmberg, redaktörer; boken kommer att publiceras både on-line och i pappersform under hösten). Vi tre har bidragit med följande kapitel (i författarordning): * Naturvetenskap och miljö i förskolan * Barn och kemi – vad säger den kemididaktiska forskningen? * Hur kunskap växer fram inom naturvetenskapen Boken består alltså både av kapitel kring naturvetenskapens didaktik på vetenskaplig grund och kapitel kring hur forskningens kunskapsproduktion går till. Och vi tre har alltså fördjupat oss i förskoledidaktik, skolämnet kemi åren 1-6 respektive vetenskapsteori. Utifrån detta och också forskningscirkelns övriga arbete tänker vi oss ett rundabordssamtal kring forskningsanknuten NO från förskola till lärarutbildning: Vad menas med forskningsankytning? Och hur kan den stärkas i utbildningarna till förskollärare respektive grundlärare? Vi har tänkt oss att samtalstimmen ska börja med en ”brainstorming” kring vad deltagarna associerar med forskningsanknytning. Därefter kommer vi att göra mycket korta presentationer av dels bokens innehåll, dels innehållet i våra respektive kapitel. Efter det följer själva rundabordssamtalet på temat forskningsanknuten NO från förskola till lärarutbildning. Vårt syfte är att deltagarna efter samtalet tar med sig tankar och idéer om hur forskningsanknytning kan bli ett naturligt inslag i utbildning på alla nivåer.

  • 6.
    Olander, Clas
    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.
    Nelson, Johan
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Meningsskapande av en representation av växthuseffekten2022Conference paper (Other academic)
  • 7.
    Olander, Clas
    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.
    Nelson, Johan
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Students meaning-making of a representation of the greenhouse effect: ‘It is an easy representation, if you understand it’2022Conference paper (Other academic)
1 - 7 of 7
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  • de-DE
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  • fi-FI
  • nn-NO
  • nn-NB
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  • Other locale
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