Change search
Link to record
Permanent link

Direct link
BETA
Carlsson, Britta
Publications (9 of 9) Show all publications
Carlsson, B. (2003). Dramatic photosynthesis (ed.). Paper presented at . Teaching Science, 49(1), 26-35
Open this publication in new window or tab >>Dramatic photosynthesis
2003 (English)In: Teaching Science, ISSN 1449-6313, E-ISSN 1839-2946, Vol. 49, no 1, p. 26-35Article in journal (Refereed) Published
Abstract [en]

Presents a creative way of teaching photosynthesis. Exploration of why many science students find it hard to understand the process through conventional teaching methods; Design of a six-step teaching sequence to become the alternative strategy for understanding photosynthesis.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-10127 (URN)8dea8730-6d8f-11db-83c6-000ea68e967b (Local ID)8dea8730-6d8f-11db-83c6-000ea68e967b (Archive number)8dea8730-6d8f-11db-83c6-000ea68e967b (OAI)
Note
Validerad; 2003; 20061106 (biem)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved
Carlsson, B. (2002). Dramatiskt lärande: elever lär om materia och fotosyntes (ed.). Paper presented at . Luleå: Luleå tekniska universitet
Open this publication in new window or tab >>Dramatiskt lärande: elever lär om materia och fotosyntes
2002 (Swedish)Report (Other academic)
Abstract [sv]

I studien redovisas elevers lärande och förståelse av materians byggnad, omvandling och fotosyntes samt den undervisning de erbjudits om dessa naturvetenskapliga förhållanden och processer. Studien vilar på variationsteoretisk grund. Tidigare forskning visar att en specifik insikt, transformationsidén, är nödvändig för förmågan att utveckla en mer komplex förståelse av processen fotosyntes. Med denna insikt som grund erbjöds eleverna i denna studie insikter om materians byggnad och transformation kopplad till gröna växters fotosyntes. Undervisningen genomfördes med elva elever i skolår 6 med bland annat drama som metod. Tre individuella intervjuer genomfördes med varje elev. Resultatet visar att eleverna kan förstå materians byggnad på tre kvalitativt olika sätt: homogent, som ett system av atomer med ”någonting” emellan eller som ett system av atomer där vakuum råder. Materians omvandling kan uppfattas som att ämnen försvinner, sammanfogas, transmuteras eller transformeras. Även fotosyntes uppfattades på kvalitativt olika sätt som en process av konsumtion och produktion, som en process där ämnen sammanfogas, transformeras, eller sammanlänkad med respiration. Ytterligare ett sätt är att se fotosyntes som en process där resurser skapas och lagras. För att utröna om eleverna också kunde omsätta sina insikter till en helt ny biologisk kontext har utvecklingen från ägg till kyckling fokuserats i den avslutande intervjun. Huvuddelen av eleverna har under studiens gång utvecklat sin förståelse till mer komplexa former. Fem av elva elever förmår att förklara kycklingens utveckling som en atomär transformation. Studien resultat fördjupar våra insikter om det komplexa samband som råder mellan undervisning och lärande samt pekar på en riktning mot vilken naturvetenskaplig undervisning kan integreras, förändras och förbättras.

Place, publisher, year, edition, pages
Luleå: Luleå tekniska universitet, 2002
Series
Research report / Luleå University of Technology, ISSN 1402-1528 ; 2002:17
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-22992 (URN)52d2dd10-4d68-11db-9592-000ea68e967b (Local ID)52d2dd10-4d68-11db-9592-000ea68e967b (Archive number)52d2dd10-4d68-11db-9592-000ea68e967b (OAI)
Note
Godkänd; 2002; 20060926 (cefa)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved
Carlsson, B. (2002). Ecological understanding 1: ways of experiencing photosynthesis (ed.). Paper presented at . International Journal of Science Education, 24(7), 681-699
Open this publication in new window or tab >>Ecological understanding 1: ways of experiencing photosynthesis
2002 (English)In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 24, no 7, p. 681-699Article in journal (Refereed) Published
Abstract [en]

This article is the first in a set of two concerning ecological understanding. It is based on a study conducted with a phenomenographic approach. In the study, ten teacher students, chosen by theoretical and selective sampling, were interviewed on two occasions to capture qualitatively different ways in which the function of the ecosystem could be experienced. To explore this, two problem solving situations were arranged. Using a systems approach the functional aspects of the ecosystem were explored, with photosynthesis, recycling, and energy as units of analysis. The results are four categories of descriptions identified in relation to photosynthesis. The results indicate that the idea of transformation is crucial to more complex ways of understanding photosynthesis. This idea divides the categories into a consumptional and a transformational group. The categories are also found to be hierarchical in terms of inclusion of specific, critical aspects forming more and more complex ways of thinking.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-6432 (URN)10.1080/09500690110098868 (DOI)000176759000002 ()2-s2.0-0040079907 (Scopus ID)4a835960-6d8d-11db-83c6-000ea68e967b (Local ID)4a835960-6d8d-11db-83c6-000ea68e967b (Archive number)4a835960-6d8d-11db-83c6-000ea68e967b (OAI)
Note
Validerad; 2002; 20061106 (biem)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-07-10Bibliographically approved
Carlsson, B. (2002). Ecological understanding 2: transformation - a key to ecological understanding (ed.). Paper presented at . International Journal of Science Education, 24(7), 701-715
Open this publication in new window or tab >>Ecological understanding 2: transformation - a key to ecological understanding
2002 (English)In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 24, no 7, p. 701-715Article in journal (Refereed) Published
Abstract [en]

This article (the second of two) describes the structure and general features of the phenomenon ecological understanding. Qualitatively different ways of experiencing cycling of matter and flow of energy in the context of ecosystems are presented. In all, five different categories are identified in each of these issues. It is concluded that the idea of transformation is a key to development of ecological understanding. The structure of ecological understanding was also found to be hierarchical in terms of inclusion of critical aspects in more complex ways of thinking. The identified categories and their critical aspects indicate fruitful paths for learning and crucial dimensions to open up in teaching. Thus, the results concern teachers' professional object, i.e., an emphasis on what to achieve in teaching and learning. The results can also be used as contents of teaching, tools for planning and for diagnostic and assessment purposes.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-15365 (URN)10.1080/09500690110098877 (DOI)000176759000003 ()2-s2.0-0040079908 (Scopus ID)edd97770-6d8d-11db-83c6-000ea68e967b (Local ID)edd97770-6d8d-11db-83c6-000ea68e967b (Archive number)edd97770-6d8d-11db-83c6-000ea68e967b (OAI)
Note
Validerad; 2002; 20061106 (biem)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-07-10Bibliographically approved
Carlsson, B. (2002). Jag vill vara kol!: ett fotosyntetiskt dramaspel (ed.). In: (Ed.), Margareta Ekborg (Ed.), Miljödidaktiska texter: (pp. 10-27). Paper presented at . Malmö: Malmö högskola
Open this publication in new window or tab >>Jag vill vara kol!: ett fotosyntetiskt dramaspel
2002 (English)In: Miljödidaktiska texter, Malmö: Malmö högskola , 2002, p. 10-27Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Malmö högskola, 2002
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-20551 (URN)5e43aaa0-6d91-11db-83c6-000ea68e967b (Local ID)5e43aaa0-6d91-11db-83c6-000ea68e967b (Archive number)5e43aaa0-6d91-11db-83c6-000ea68e967b (OAI)
Note
Godkänd; 2002; 20061106 (biem)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved
Carlsson, B. (2002). Variationsteori och naturvetenskapligt lärande (ed.). Paper presented at . Luleå: Luleå tekniska universitet
Open this publication in new window or tab >>Variationsteori och naturvetenskapligt lärande
2002 (English)Report (Other academic)
Abstract [sv]

Rapporten beskriver ett i modern tid nytt teoretiskt perspektiv på lärande, variationsteori. Teorin har sin grund i en fenomenografisk forskningstradition och dess syfte är att förklara hur lärande sker i termer av tre centrala begrepp: urskiljning, variation och samtidighet. I ett försök att ytterligare öka teorins tillämpbarhet och förklaringsvärde fogas, genom denna rapport, ännu ett begrepp till de ursprungliga tre, skillnad. I rapportens senare del exemplifieras och tillämpas variationsteorin på en empirisk klassrumsstudie där relationen lärarens undervisning och elevernas lärande sätts i fokus. Studien genomfördes i en "vanlig" medelstor klass, år 6, där läraren har ett väl preciserat mål att uppnå med sin undervisning, nämligen att öka elevernas ekologiska förståelse. Resultatet pekar på vikten av ökad kunskap om lärandeobjektets struktur, det vill säga vad lärandet syftar till att uppnå.

Place, publisher, year, edition, pages
Luleå: Luleå tekniska universitet, 2002
Series
Research report / Luleå University of Technology, ISSN 1402-1528 ; 2002:04
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-24664 (URN)bfc539b0-15c0-11dc-b9f0-000ea68e967b (Local ID)bfc539b0-15c0-11dc-b9f0-000ea68e967b (Archive number)bfc539b0-15c0-11dc-b9f0-000ea68e967b (OAI)
Note
Godkänd; 2002; 20070608 (margjo)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved
Carlsson, B. (2001). Depicting experiences (ed.). Paper presented at . Scandinavian Journal of Educational Research, 45(2), 125-143
Open this publication in new window or tab >>Depicting experiences
2001 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 45, no 2, p. 125-143Article in journal (Refereed) Published
Abstract [en]

This paper argues that photography is a helpful tool in understanding the ways people experience the world. Five arguments are presented in order to support this statement, each built on the methodological idea that respondents are asked to take, or produce, their own pictures related to a particular phenomenon under investigation. The arguments are: new unconventional methods enhance educational inquiry; photos can serve as communication bridges between strangers; photography makes it easier to represent a situation; photos can be regarded as complex expressions of the photographer's relation to the world; finally, photos enhance the expressing of feelings. These arguments are further discussed in the context of outcomes of a study, which used photography to probe ecological understanding. It is concluded that a deliberate use of the methodology will enhance not only the way photos might be used in research but also enrich educational research aiming at capturing the way people experience and relate to the world surrounding them.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-4208 (URN)21edc040-6d8c-11db-83c6-000ea68e967b (Local ID)21edc040-6d8c-11db-83c6-000ea68e967b (Archive number)21edc040-6d8c-11db-83c6-000ea68e967b (OAI)
Note
Validerad; 2001; 20061106 (biem)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved
Carlsson, B. (1999). Ecological understanding (ed.). In: (Ed.), Håkan Myrlund; Lars Carlsson (Ed.), Circumpolar change: building a future on experiences from the past : proceeding. Paper presented at Circumpolar Universities Cooperation Conference : 10/06/1997 - 12/06/1997 (pp. 495-508). : Luleå tekniska universitet
Open this publication in new window or tab >>Ecological understanding
1999 (English)In: Circumpolar change: building a future on experiences from the past : proceeding / [ed] Håkan Myrlund; Lars Carlsson, Luleå tekniska universitet, 1999, p. 495-508Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Luleå tekniska universitet, 1999
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-29781 (URN)35e48940-684a-11db-8cbe-000ea68e967b (Local ID)35e48940-684a-11db-8cbe-000ea68e967b (Archive number)35e48940-684a-11db-8cbe-000ea68e967b (OAI)
Conference
Circumpolar Universities Cooperation Conference : 10/06/1997 - 12/06/1997
Note
Godkänd; 1999; 20060926 (cefa)Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2017-11-25Bibliographically approved
Carlsson, B. (1999). Ecological understanding: a space of variation (ed.). (Doctoral dissertation). Paper presented at . Luleå: Luleå tekniska universitet
Open this publication in new window or tab >>Ecological understanding: a space of variation
1999 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis aims at increasing the knowledge of ecological understanding. For this purpose a phenomenographic approach, founded on the theory of variation, is adopted. As a means of expanding the outcome space, a Vygotskian approach to learning is also applied. In line with this, the respondents´ thinking has been deliberately challenged by interventions. these changes of views, and the situations in which they occured are described on both a collective and an induvidual level of awareness. Ten teacher students, chosen by theoretical sampling, has been interviewed on three occasions. The aim of the first interview was to reveal the respondents´ experiences of their relationship to nature. In doing this, photos, taken by respondents, served as concrete, shared objects of attention. In the second and third interview scientific, rather than experential aspects were focused on. To explore ways of understanding the function of the ecosystem two problem solving situations were arranged. Using a systems approach the functional aspects of the ecosystem have been explored, with photosynthesis, recycling and energy as units of analysis. In the third interview also an explanatory text was used as a research tool. The results indicate that the idea of transformation is crucial to a development of ecological understanding. This idea divides the categories into a consumptional and a transformational group. The structure of ecological understanding was also found to be hierarchical in terms of inclusion of critical aspects in more complex ways of thinking. For example, in the most complex form of thinking, a time frame was included. The investigation has shown that the relationship to nature could be described in two qualitatively different ways, Self in nature, and Self and nature. In the former, the respondent sees him- or herself as an integrated, mutually dependent part of nature, while in the latter, humans were separated from nature. No obvious coupling seems to exist between ways of relating to nature and ways of understanding the ecosystem’s function. The identified categories and their critical aspects indicate fruitful paths for learning and crucial dimensions to open up in teaching. Thus, the results concern teachers´ professional object, i.e., an emphasis on what to achieve in teaching and learning.

Place, publisher, year, edition, pages
Luleå: Luleå tekniska universitet, 1999. p. 238
Series
Doctoral thesis / Luleå University of Technology 1 jan 1997 → …, ISSN 1402-1544 ; 1999:39
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-18648 (URN)997fe710-4d6a-11db-9592-000ea68e967b (Local ID)997fe710-4d6a-11db-9592-000ea68e967b (Archive number)997fe710-4d6a-11db-9592-000ea68e967b (OAI)
Note

Godkänd; 1999; 20060926 (cefa)

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved
Organisations

Search in DiVA

Show all publications