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Publications (10 of 19) Show all publications
Norberg, C., Vikström, A. & Palola Kirby, E. (2018). Secondary School Students' Understanding of and Strategies for Vocabulary Acquisition: A Phenomenographic Approach to Language Learning. Journal of Language Teaching and Research, 9(5), 895-904
Open this publication in new window or tab >>Secondary School Students' Understanding of and Strategies for Vocabulary Acquisition: A Phenomenographic Approach to Language Learning
2018 (English)In: Journal of Language Teaching and Research, ISSN 1798-4769, E-ISSN 2053-0684, Vol. 9, no 5, p. 895-904Article in journal (Refereed) Published
Abstract [en]

Studies on vocabulary learning have provided valuable knowledge of what it means to know a word and how people learn. Few studies have focused on what students’ understanding of word knowledge and vocabulary acquisition can contribute with in a language-learning context. Considering the vital importance of vocabulary in language learning, this study explores students’ experiences of word knowledge and vocabulary learning with a point of departure in phenomenographic research. By interviewing a group of Swedish secondary school students about their understanding of word knowledge and what strategies they employ to learn new words in English, categories of description emerged showing that although the majority of the students reported that they perceive word knowledge as contextual, they primarily employ decontextualised strategies when studying vocabulary. This discrepancy seems to be closely connected to how vocabulary is tested and assessed in school. 

Place, publisher, year, edition, pages
Academy Publication, 2018
Keywords
Vocabulary acquisition; phenomenography; second language learning; vocabulary learning strategies; student understanding.
National Category
Educational Sciences Didactics Pedagogy
Research subject
English and Education; Education
Identifiers
urn:nbn:se:ltu:diva-71126 (URN)10.17507/jltr.0905.02 (DOI)
Note

Validerad;2018;Nivå 1;2018-10-12 (johcin) 

Available from: 2018-10-05 Created: 2018-10-05 Last updated: 2019-04-02Bibliographically approved
Vikström, A., Kullberg, A. & Runesson Kempe, U. (2017). Can public knowledge be created through practitioner research?: Learning studies and variation theory as mechanisms and strategiesbbehind knoeledge production in practitioners´research. In: : . Paper presented at 17th Biennial EARLI 2017, Tampere, Finland, 29 aug-2 sep 2017.
Open this publication in new window or tab >>Can public knowledge be created through practitioner research?: Learning studies and variation theory as mechanisms and strategiesbbehind knoeledge production in practitioners´research
2017 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

In this paper, we address the question if teachers’ collaborative research can produce practice- based knowledge relevant beyond the borders of the local school context. It has been argued that teachers’ collaboration in professional learning communities (PLC) are aiming at practical innovations and change foremost in teacher learning, and thereby do not strive to create public practical knowledge beyond the borders of the local school. The purpose of this paper is to discuss a particular type practitioner research in schools, a type of theory-based lesson study, that have shown to have potential of creating knowledge products that enhance student learning that also are sharable between teachers.

Keywords
pratitioner research, variation thory, learning studies, lesson studies
National Category
Social Sciences Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-65928 (URN)
Conference
17th Biennial EARLI 2017, Tampere, Finland, 29 aug-2 sep 2017
Available from: 2017-10-03 Created: 2017-10-03 Last updated: 2017-11-24Bibliographically approved
Kullberg, A., Runesson, U., Marton, F., Vikström, A., Nilsson, P., Mårtensson, P. & Häggström, J. (2016). Teaching one thing at a time or several things together?: teachers changing their way of handling the object of learning by being engaged in a theory-based professional learning community in mathematics and science (ed.). Paper presented at . Teachers and Teaching: theory and practice, 22(6), 745-759
Open this publication in new window or tab >>Teaching one thing at a time or several things together?: teachers changing their way of handling the object of learning by being engaged in a theory-based professional learning community in mathematics and science
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2016 (English)In: Teachers and Teaching: theory and practice, ISSN 1354-0602, E-ISSN 1470-1278, Vol. 22, no 6, p. 745-759Article in journal (Refereed) Published
Abstract [en]

Twelve lower secondary schoolteachers in mathematics and science were asked to teach a topic of their choice during a lesson that was video-recorded. We were able to analyse 10 of the cases and we found that all of them were similar in one respect: concepts and principles were introduced one at a time, each one followed by examples of the concept or principle in question, apparently to highlight its essential meaning. All the teachers participated in three modified lesson studies with three cycles in four different groups during three semesters. The modified lesson studies were built on a theoretical idea supported by a large number of recent studies. The theory states that new meanings (of concepts and principles, for instance) are learned through engaging with instances of contrasting concepts and principles. The core idea is that new meanings derive from differences, not from sameness. After the three modified lesson studies, the teachers were asked to once again teach the same topic as in the recorded lessons before the lesson studies. The new lessons were also recorded and the analysis showed that there was one thing in common in all cases: all of the 10 teachers dealt with the relevant concepts and principles in relation to each other (i.e. simultaneously) and not one at a time. By thus bringing out the differences between them, their meaning was made possible to grasp for the students. The study lends support to the conjecture that the modified lesson study is a powerful tool for enabling teachers to structure the content of their teaching in accordance with a principle that is more powerful in making learning possible, even if this contradicts their taken-for-granted practice

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-12274 (URN)10.1080/13540602.2016.1158957 (DOI)000380231200008 ()2-s2.0-84961393325 (Scopus ID)b626dda9-9a6f-461c-a288-3f34e6cdc328 (Local ID)b626dda9-9a6f-461c-a288-3f34e6cdc328 (Archive number)b626dda9-9a6f-461c-a288-3f34e6cdc328 (OAI)
Note
Validerad; 2016; Nivå 2; 20160404 (andbra)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-07-10Bibliographically approved
Nilsson, P. & Vikström, A. (2015). Making PCK explicit: Capturing Science Teachers´changing Pedagogical Content Knowledge (PCK) in the science classroom (ed.). Paper presented at Earli SIG 9 Phenomenography : Disciplinary Knowledge and Necessary Conditions for Learning 01/09/2014 - 03/09/2014. Paper presented at Earli SIG 9 Phenomenography : Disciplinary Knowledge and Necessary Conditions for Learning 01/09/2014 - 03/09/2014.
Open this publication in new window or tab >>Making PCK explicit: Capturing Science Teachers´changing Pedagogical Content Knowledge (PCK) in the science classroom
2015 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

One way for teachers to develop their professional knowledge, which also focuses on specific science content and the ways students learn, is through being involved in researching their own practice. The aim of the present study was to examine how science teachers changed (or not) their professional knowledge of teaching after inquiring into their own teaching in learning studies. The data used in this paper consisted of interviews and video recorded lessons from the six teachers before the project (PCK pre-test) and after the project (PCK post-test) allowing an analysis of if and if then how the teachers changed their teaching practice. As such, this study responds to the urgent call to focus direct attention on the practice of science teaching. When looking at the individual teachers, it was possible to discern similarities in the ways they have changed their teaching in lesson 2 compared to lesson 1, changes that can be described as: changes in how the object of learning was defined and focused, changes in how the examples that were presented to the students were chosen and changes in how the lessons were structured which in turn influenced the meaning of the concepts that were dealt with.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-39958 (URN)84948712442 (Scopus ID)ee7a81d9-85a2-44fb-b693-e53631686511 (Local ID)ee7a81d9-85a2-44fb-b693-e53631686511 (Archive number)ee7a81d9-85a2-44fb-b693-e53631686511 (OAI)
Conference
Earli SIG 9 Phenomenography : Disciplinary Knowledge and Necessary Conditions for Learning 01/09/2014 - 03/09/2014
Note
Godkänd; 2015; 20150810 (anvi)Available from: 2016-10-03 Created: 2016-10-03 Last updated: 2017-11-25Bibliographically approved
Nilsson, P. & Vikström, A. (2015). Making PCK explicit: Capturing Science Teachers´changing Pedagogical Content Knowledge (PCK) in the science classroom (ed.). Paper presented at Earli SIG 9 Phenomenography : Disciplinary Knowledge and Necessary Conditions for Learning 01/09/2014 - 03/09/2014. International Journal of Science Education, 37(17), 2836-2857
Open this publication in new window or tab >>Making PCK explicit: Capturing Science Teachers´changing Pedagogical Content Knowledge (PCK) in the science classroom
2015 (English)In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 37, no 17, p. 2836-2857Article in journal (Refereed) Published
Abstract [en]

One way for teachers to develop their professional knowledge, which also focuses on specific science content and the ways students learn, is through being involved in researching their own practice. The aim of this study was to examine how science teachers changed (or not) their professional knowledge of teaching after inquiring into their own teaching in learning studies. The data used in this article consisted of interviews and video-recorded lessons from the six teachers before the project (PCK pre-test) and after the project (PCK post-test), allowing an analysis of if and if then how the teachers changed their teaching practice. Hence, this study responds to the urgent call to focus direct attention on the practice of science teaching. When looking at the individual teachers, it was possible to discern similarities in the ways they have changed their teaching in lesson 2 compared to lesson 1, changes that can be described as: changes in how the object of learning was defined and focused, changes in how the examples that were presented to the students were chosen and changes in how the lessons were structured which in turn influenced the meaning of the concepts that were dealt with. As such, issues for enhancing teachers’ professional learning were unpacked in ways that began to demonstrate, and offer insights into, the extent of their PCK development over time.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-6160 (URN)10.1080/09500693.2015.1106614 (DOI)000365671000004 ()2-s2.0-84948712442 (Scopus ID)45d972ec-c987-411b-ac7b-453114b159c7 (Local ID)45d972ec-c987-411b-ac7b-453114b159c7 (Archive number)45d972ec-c987-411b-ac7b-453114b159c7 (OAI)
Conference
Earli SIG 9 Phenomenography : Disciplinary Knowledge and Necessary Conditions for Learning 01/09/2014 - 03/09/2014
Note
Validerad; 2015; Nivå 2; 20151124 (andbra)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-07-10Bibliographically approved
Vikström, A. (2015). Vad är det som gör skillnad?: Vad undervisningen måste göra synligt och vad eleverna måse lära sig för att förstå (ed.). Paper presented at . Forskning om undervisning och lärande (15), 22-37
Open this publication in new window or tab >>Vad är det som gör skillnad?: Vad undervisningen måste göra synligt och vad eleverna måse lära sig för att förstå
2015 (Swedish)In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, no 15, p. 22-37Article in journal (Refereed) Published
Abstract [sv]

Materiabegreppet, särskilt dess partikelnatur, är ett nyckelbegrepp i naturvetenskaplig undervisning och av central betydelse för att förstå många naturvetenskapliga fenomen. Inom ramen för tre learning studies inom tre olika naturvetenskapliga områden utforskades begreppet i syfte att finna ut vad eleverna måste lära sig för att förstå ett fenomen på ett specifikt sätt. Med variationsterori som guidande princip planerades och genomfördes lektioner som videofilmades. Elevernas lärande analyserades med hjälp av för- och eftertest. Detta gjorde det möjligt att studera relationen mellan undervisning och lärande och att finna ut vad som gjorde skillnad. Resultatet visade på ett antal kritiska aspekter för begreppet materia som när det lyftes fram i undervisningen hjälpte eleverna att beskriva och förklara ett naturvetenskapligt fenomen på ett nytt sätt.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-2733 (URN)06ac7750-772c-487f-9133-0aa9103399a9 (Local ID)06ac7750-772c-487f-9133-0aa9103399a9 (Archive number)06ac7750-772c-487f-9133-0aa9103399a9 (OAI)
Note
Godkänd; 2015; 20150810 (anvi)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved
Helldén, G., Högström, P., Jonsson, G., Karlefors, I. & Vikström, A. (2015). Vägar till naturvetenskapens värld: ämneskunskap i didaktisk belysning (2ed.). Paper presented at . Stockholm: Liber AB
Open this publication in new window or tab >>Vägar till naturvetenskapens värld: ämneskunskap i didaktisk belysning
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2015 (Swedish)Book (Other (popular science, discussion, etc.))
Abstract [sv]

Vad händer när vatten fryser till is? Hur övervintrar bin? När dör en morot? Vad behövs för att ett frö ska gro? Dessa och andra till synes enkla frågor leder i boken Vägar till naturvetenskapens värld- ämneskunskap i didatisk belysning in på de stora frågorna om allt liv på vår jord, om biologisk mångfald ekologi och hållbar utveckling.Denna nya upplaga har kompletterats med två nya kapitel: ett grundläggande från fysikens område och ett om rymden.

Place, publisher, year, edition, pages
Stockholm: Liber AB, 2015. p. 261 Edition: 2
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-16457 (URN)2bcd0812-5dcd-4c7e-ba32-e8718e2f02a3 (Local ID)978-91-47-11478-8 (ISBN)2bcd0812-5dcd-4c7e-ba32-e8718e2f02a3 (Archive number)2bcd0812-5dcd-4c7e-ba32-e8718e2f02a3 (OAI)
Note

Godkänd; 2015; 20150826 (perhog)

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-01-24Bibliographically approved
Vikström, A. (2014). What Makes the Difference?: Teachers Explore What Must be Taught and What Must be Learned in Order to Understand the Particulate Character of Matter (ed.). Paper presented at . Journal of Science Teacher Education, 25(6), 709-727
Open this publication in new window or tab >>What Makes the Difference?: Teachers Explore What Must be Taught and What Must be Learned in Order to Understand the Particulate Character of Matter
2014 (English)In: Journal of Science Teacher Education, ISSN 1046-560X, E-ISSN 1573-1847, Vol. 25, no 6, p. 709-727Article in journal (Refereed) Published
Abstract [en]

The concept of matter, especially its pariculate nature, is acknowledged as being one of the key concepts areas in learning science. Within the framework of learning studies and variation theory, and with results from science education research as a starting point, six lower secondary school science teachers tried to enhance students´learning by exploring what must be learnt in order to understand the concept in a specific way. It was found that variation theory was a useful guiding principle when teachers are engaged in pedagogical design, analysis of lessons, and evaluation of studenta learning, as well as a valuable tool for adapting research results into practice.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-5577 (URN)10.1007/s10972-014-9397-9 (DOI)2-s2.0-84922071274 (Scopus ID)3b63c659-5892-4d17-b305-12c49a22be81 (Local ID)3b63c659-5892-4d17-b305-12c49a22be81 (Archive number)3b63c659-5892-4d17-b305-12c49a22be81 (OAI)
Note
Validerad; 2014; 20141006 (anvi)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-07-10Bibliographically approved
Vikström, A., Billström, A., Fazeli, P., Holm, M., Jonsson, K., Karlsson, G. & Rydström, P. (2013). Teachers´solutions: a learning study about solution chemistry in grade 8 (ed.). Paper presented at . International Journal for Lesson and Learning Studies, 2(1), 26-40
Open this publication in new window or tab >>Teachers´solutions: a learning study about solution chemistry in grade 8
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2013 (English)In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 2, no 1, p. 26-40Article in journal (Refereed) Published
Abstract [en]

PurposeThe aim with the paper is to describe the collective exploration, process and knowledge production made in a learning study about solution chemistry Design/methodology/approachSecondary school teachers conducted a learning study with variation theory as a guiding principle, supervised by a researcher. The relationship between teaching and learning was analyzed and evaluated in a learning study cycle of three lessons.FindingsCritical aspects when teaching solution chemistry were identified, as well as enacted patterns of variation that significantly improved students´ learning. Examples of critical aspects were the particulate character of matter, especially the feature of “empty space” between particles, the connection between macroscopic phenomenon and sub-microscopic explanations and the difference between answers with everyday language and scientific language.Practical implicationsThis suggest that teachers in a learning study can produce new knowledge as well as use earlier research results when creating teaching activities that can improve their own practical work and students´ learning. Originality/valueThe study represents an example of research with the aim to improve teachers´ practice by generating knowledge in connection with teachers´ professional tasks.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-2894 (URN)10.1108/20468251311290114 (DOI)2-s2.0-84958987079 (Scopus ID)0a01453f-567b-4543-a799-fc9df0843fa5 (Local ID)0a01453f-567b-4543-a799-fc9df0843fa5 (Archive number)0a01453f-567b-4543-a799-fc9df0843fa5 (OAI)
Note
Validerad; 2013; 20121212 (anvi)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-07-10Bibliographically approved
Vikström, A. (2013). The same but different: Teaching acids and bases and how to connect a diode into a circuit (ed.). In: (Ed.), (Ed.), The world association of lesson studies international conference 2013: lesson and learning study as teacher research. Paper presented at World Association of Lesson Studies 2013 : Sep 6-9 University of Gothenburg 06/09/2013 - 09/09/2013 (pp. 1-1). Göteborg: Göteborgs universitet, Utbildningsvetenskapliga fakulteten
Open this publication in new window or tab >>The same but different: Teaching acids and bases and how to connect a diode into a circuit
2013 (Swedish)In: The world association of lesson studies international conference 2013: lesson and learning study as teacher research, Göteborg: Göteborgs universitet, Utbildningsvetenskapliga fakulteten , 2013, p. 1-1Conference paper, Meeting abstract (Refereed)
Abstract [en]

This paper presents changes in how two teachers described their intentions, and then enacted, a science lesson, one lesson about acids and bases and one about connecting a diode into a complex circuit before and after their participation in learning studies. Before the learning studies , the intended object of learning (described in the interview before the lesson) did not correspond clearly to the object of learning that then was manifested in the lesson. Even if the expected learning difficulties of the students were well known to the teachers (the molecular level and the relationship between H+ , OH- and H2O) and how to connect the diode the right way)these difficulties were not focused in the lesson before LS. The lessons after the learning studies focused hat was seen as difficult for the students and the critical aspects was pointed out by conscious usage of variation theory. By simultaneous treatment of concepts and examples contrasts were created. For example, in the lesson about acids and bases the three concepts acidic, basic and neutral were dealt with at the same time, both on a macroscopic level (with experiments) as well as on a molecular level (by explaining the relationship between the ions and the water molecule.). The lessons before LS had focused the experiments with acids and their colors with different indicators while bases and the ions involved were hardly touched upon. In the lesson about the diode, both right and wrong ways of connecting the diode into complex circuits were demonstrated in the lesson after LS, something that was not the case in the lesson before LS. In this way the object of learning was more defined and focused, the critical aspects made possible to discern and the enacted object of learning more in line with what was intended.

Place, publisher, year, edition, pages
Göteborg: Göteborgs universitet, Utbildningsvetenskapliga fakulteten, 2013
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-35217 (URN)9a91931d-ad53-4b93-b039-8459d88e0026 (Local ID)9a91931d-ad53-4b93-b039-8459d88e0026 (Archive number)9a91931d-ad53-4b93-b039-8459d88e0026 (OAI)
Conference
World Association of Lesson Studies 2013 : Sep 6-9 University of Gothenburg 06/09/2013 - 09/09/2013
Note
Godkänd; 2013; 20131206 (anvi)Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2017-11-25Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-0748-790x

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