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  • 1.
    Fjällström, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Aesthetic and efferent reading in the EFL classroom2015Conference paper (Other academic)
  • 2.
    Fjällström, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Cultural understanding and cultural bumbs in Swedish Adolescents' responses to Rushdie's Good Advice is Rarer than Rubies2015Conference paper (Other academic)
  • 3.
    Fjällström, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Emeralds, rubies and gems of reader engagement2015Conference paper (Other academic)
  • 4.
    Fjällström, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    La Casa delle Meraviglie, La Emme Edizioni di Rosellina Archinto. [The House of Wonders: Emme Edizoni by Rosellina Archinto]. Loredana Farina, ed. Milan: Topi Pittori, 2013. 197 pages. €34.00 (paperback).international research society for children's literature2014Other (Other (popular science, discussion, etc.))
  • 5.
    Fjällström, Eva
    Åbo Akademi.
    Reading strategies for enhanced comprehension and interpretation skills of EFL literary texts2014Conference paper (Other academic)
  • 6.
    Fjällström, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Knorn, Steffi
    Uppsala University.
    Staffas, Kjell
    Uppsala University.
    Varagnolo, Damiano
    Luleå University of Technology, Department of Computer Science, Electrical and Space Engineering, Signals and Systems.
    Developing Concept Inventory Tests for Electrical Engineering: Extractable Information, Early Results, and Learned Lessons2018In: 2018 UKACC 12th International Conference on Control (CONTROL), 2018, p. 436-441, article id 8516766Conference paper (Refereed)
    Abstract [en]

    This paper suggests a method for developing, implementing and assessing a concept inventory test for electrical engineering students (CITE). The aim of this test is to help students better understand and learn core concepts, plus increase their awareness about links between the different courses and other themes of the program. Our and other experiences show that students often struggle to understand and use fundamental concepts, and how these relate to the various courses. This issue is probably due to the fact that traditional exams mainly focus on assessing procedural tasks (e.g., directly solving specific problems following step-by-step approaches). The investigated programs at Uppsala University (UU) and Luleå Uni-versity of Technology (LTU), nonetheless, have no tool for collecting quantitative data on how students develop conceptual knowledge throughout the programs, and thus no means to obtain an holistic view about their learning process. The here proposed methodology thus describes how to develop tests that would not only provide students with valuable feedback on their progression, but also equip teachers and program boards with high-end data for pedagogical and course development purposes. Besides illustrating the developmental methodology, the paper includes reactions and remarks from students on what the tests would provide and what would motivate them to take it.

  • 7.
    Fjällström, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Kokkola, Lydia
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Resisting focalisation, gaining empathy: Swedish Teenagers Read Irish Fiction2015In: Children's Literature in Education, ISSN 0045-6713, E-ISSN 1573-1693, Vol. 46, no 4, p. 394-409Article in journal (Refereed)
    Abstract [en]

    Resisting the will to empathise with a focalised character is assumed to be difficult for young readers, yet empirical evidence on how they actually respond is limited. This paper combines recent insights gleaned from cognitive literary studies with a small-scale empirical study of thirty-five Swedish adolescents reading an Irish short story in order to investigate how teenagers respond to a text which is strongly focalised through a single character. The students were asked to rewrite the events in the story from another character’s point of view. Their texts were coded and analysed, as were follow-up interviews with six students. The findings indicate that Swedish-speaking teenage readers rarely have difficulty resisting focalisation, but they often struggle with irony.

1 - 7 of 7
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