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Granklint Enochson, PernillaORCID iD iconorcid.org/0000-0003-3349-226x
Publications (8 of 8) Show all publications
Widing, L., Nilsson, P. & Granklint Enochson, P. (2019). A Student-Active Approach to Science Models and Representation: A Way to Improve Scientific Language of Second Language Learners?. In: The beauty and pleasure of understanding: engaging with contemporary challenges through science education. Paper presented at European science education research association (ESERA'19), Bologna, Italy, August 26-30, 2019.
Open this publication in new window or tab >>A Student-Active Approach to Science Models and Representation: A Way to Improve Scientific Language of Second Language Learners?
2019 (English)In: The beauty and pleasure of understanding: engaging with contemporary challenges through science education, 2019Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

Recent years changes have taken place in European and Swedish schools. The classroom situation has in many schools changed from single-lingual to multilingual. A larger number of students in Sweden are in the beginning of speaking Swedish but who participate in the same teaching as native speakers. The science disciplines, primarily chemistry, are experienced as difficult by many students because chemistry is abstract and contain many subject-specific concepts. It is a great challenge for teachers to offer teaching adapted to all students regardless of first language.

This study intends to investigate how a student-active approach to representations and models in chemistry might be a way to develop the scientific language of second language learners. Active student approach to  properties of polymers is a concrete way to visualize and discuss chemical bonding, often perceived abstract otherwise. The study is conducted in a multilingual class, with eight different first languages represented, in upper secondary school in Sweden. The teacher and majority of the students speak Swedish as their first language. Since several languages are represented students cannot use code switching or translanguaging when learning chemistry, to the same extent as in bilingual contexts. In this study, learning is approached as a sociocultural activity focusing on how scientific language develop through interaction with others. Data is collected from classroom practices using audio and video recordings and followed up with semi-structured interviews. Language is analysed from the perspective of adequate scientific language and correct use and understanding of subject-specific concepts using a thematic coding approach. To increase validity intra-rater reliability are used. As the amount of research on how second-language learners use subject specific language while working with models and representations in chemistry is limited, this study might provide useful information about new strategies to improve scientific language of second language learners.

Keywords
The role of Language in Science Education, Modeling-based Learning, Multilingualism
National Category
Didactics
Identifiers
urn:nbn:se:hh:diva-40696 (URN)
Conference
European science education research association (ESERA'19), Bologna, Italy, August 26-30, 2019
Available from: 2019-10-09 Created: 2019-10-09 Last updated: 2019-10-10
Granklint Enochson, P., Sjöberg, J. & Johnsson, A. (2019). From process to a changed practice - How research questions are processed in a collaborative project. In: NERA 2019: Education in a Globalized World. Paper presented at NERA 2019 (Nordic Educational Research Association), Uppsala, Sweden, 6-8 March, 2019 (pp. 31-32).
Open this publication in new window or tab >>From process to a changed practice - How research questions are processed in a collaborative project
2019 (English)In: NERA 2019: Education in a Globalized World, 2019, p. 31-32Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In 2017, a regional cooperation project was initiated with four municipalities and Halmstad University, called From Great to Excellence (FGTE), that aimed at reducing the gap between children/pupils capacity and performance. The project is planned to run for five years, and participants are persons active in schools and preschools at different levels within the school practice. Within the FGTE project, the participants perform different development projects in cooperation across the municipal boundaries, where they act as critical friends for each other in order to drive each project forward. Parallel with these activities, follow-up research on the project is conducted that focuses on different parts of the collaborative process. In this study we have concentrated on the participants' work with their respective research processes. The overall aim is to investigate the way in which research questions- and the ability to answer these - are developed by the participants through collaborative projects across municipal boundaries. The question we ask is "How does a (research-) question change through a collaborative process?" School development projects are carried out both at national and international level (e. g. Sales, Moliner & Amat, 2017; Adolfsson & Håkansson, 2015). In this study, the focus is both on regional cooperation and more specifically on the research questions of the participating groups.

Theoretical framework

The theoretical framework in this study is situated within the socio-cultural field, since much of the focus is around the collaboration between the participants. Conversation is an arena for developing knowledge and by supporting and challenging each other's pronounced thoughts, prerequisites for development of knowledge are given (Vygotsky, 1978).

Methodological design

The empirical material for the present study consists partly of the work material from a workshop where the participants' research questions were processed, partly by the participants' final products at the end of their development projects, which was a project report and a poster per project group. The material has mainly been analyzed based on a content analysis perspective (Danielsson, 2017; Denzin & Lincoln, 2003).

Expected conclusions/findings

The analysis is not yet complete, but preliminary results show that the research questions in the projects are not fully answered by the participants. On the other hand, the research questions seems to become more sharp when people from other municipalities are involved in working with the them. It also appears to be problematic to relate to overall, relatively abstract questions, and to make them tangible to their own school practice.                     

Relevance to Nordic educational research

Through this study, we want to highlight the potential for improvement work in preschool and school practice which lies in developing school activities through a regional cooperation project. This, we mean, are of utmost relevance to Swedish/Nordic as well as international research fields within education.

References

Adolfsson, C-H., & Håkansson, J.  (2015). Lärande skolor och förskolor i Kalmar kommun - Forskning och lokalt skolutvecklingsarbete i samspel. Rapport. Linnéuniversitet

Danielsson, E. (2017). Vetenskaplig teori och metod: från idé till examination inom omvårdnad. Henricson, M. (red.) (Andra upplagan). Lund: Studentlitteratur AB.

Denzin,  N.  K.,  &  Lincoln,  Y.  S.  (Eds.).  (2003).  Collecting  and interpreting  qualitative  materials (2nd  ed.). Thousand Oaks, CA: SAGE

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. M. Cole, Ed.Cambridge: Harvard University Press.

Sales, A., Moliner, L., & Amat, A. F. (2017). Collaborative professional development for distributed teacher leadership towards school change. School Leadership & Management Formerly School Organisation. VOL. 37, NO. 3, 254–266

National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-39031 (URN)
Conference
NERA 2019 (Nordic Educational Research Association), Uppsala, Sweden, 6-8 March, 2019
Available from: 2019-03-07 Created: 2019-03-07 Last updated: 2019-03-26Bibliographically approved
Sjöberg, J., Johnsson, A. & Granklint Enochson, P. (2019). Preconceptions or a Community of Practice? Discursive Constructions of the Preschool Practice in Preschool Professionals Conversations about Collegial Development Work. In: : . Paper presented at Education in an Era of Risk (ECER), Hamburg, Germany, September 3-6, 2019.
Open this publication in new window or tab >>Preconceptions or a Community of Practice? Discursive Constructions of the Preschool Practice in Preschool Professionals Conversations about Collegial Development Work
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Keywords
preschool practice, collegial development work, discourse analysis, community of practice
National Category
Pedagogical Work
Identifiers
urn:nbn:se:hh:diva-40549 (URN)
Conference
Education in an Era of Risk (ECER), Hamburg, Germany, September 3-6, 2019
Available from: 2019-09-11 Created: 2019-09-11 Last updated: 2019-09-26Bibliographically approved
Johnsson, A., Granklint Enochson, P. & Sjöberg, J. (2019). Transfer of knowledge from group work to participants' own practice in a course about research methodology. In: NERA 2019: Education in a Globalized World. Paper presented at NERA 2019 : Education in a Globalized World, 2019, Uppsala, Sweden, 6-8 March, 2019 (pp. 779-780).
Open this publication in new window or tab >>Transfer of knowledge from group work to participants' own practice in a course about research methodology
2019 (English)In: NERA 2019: Education in a Globalized World, 2019, p. 779-780Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Research topic/aim

In 2017, a regional cooperation project was initiated with four municipalities and Halmstad University, called From Great to Excellence (FGTE). The project is planned to run for five years, and participants are persons active in schools and preschools at different levels within the school practice. Within the FGTE project, the participants perform different development projects in cooperation across the municipal boundaries, where they act as critical friends for each other in order to drive each project forward (see e.g. Sales, Moliner, & Amat, 2017). In this study we have focus on the utilization of knowledge acquired in groups in participants own school context. The question we ask is “How is transfer of knowledge from group work to own practice perceived by participants participating in a course about research methodology?  

Theoretical framework

The theoretical framework in this study is situated within the socio-cultural field, since much of the focus is around the collaboration between the participants. Conversation is an arena for developing knowledge and by supporting and challenging each other's pronounced thoughts, prerequisites for development of knowledge are given (Vygotsky, 1978).

Methodological design

The empirical material for the present study consists of a questionnaire disseminated to the participants after they had completed the course. A total number of 57 questionnaires were collected which counts for about 65-70 percent of the total number of participants. The questionnaires were analyzed with SPSS factor analysis to detect underlying variables.

Expected conclusions/findings

Preliminary results show that, while expecting quite the opposite, by using factor analysis, a strong negative relation between, on one hand, the variable “the usage of research methodology has developed in the group”, and on the other hand, the variables “I have increased my ability to use new analytical concepts in my practise and  “I have increased knowledge in evaluating my own practice”. Meaning that the participants do not feel they, themselves, have learned more about the use of scientific methods relating to their own practice. While the group is progressing, their own learning has been put back.

Relevance to Nordic educational research

Through this study, we want to highlight the potential for improvement work in preschool and school practice which lies in developing school activities through a regional cooperation project. This, we mean, are of utmost relevance to Swedish/Nordic as well as international research fields within education.

References

Danielsson, E. (2017). Vetenskaplig teori och metod: från idé till examination inom omvårdnad. Henricson, M. (red.) (Andra upplagan). Lund: Studentlitteratur AB.

Tryfos, P. (1996). Sampling methods for applied research: text and cases. New York: Wiley.

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. M. Cole, Ed.Cambridge: Harvard University Press.

Sales, A., Moliner, L., & Amat, A. F. (2017). Collaborative professional development for distributed teacher leadership towards school change. School Leadership & Management Formerly School Organisation. VOL. 37, NO. 3, 254–266

National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-39066 (URN)
Conference
NERA 2019 : Education in a Globalized World, 2019, Uppsala, Sweden, 6-8 March, 2019
Available from: 2019-03-26 Created: 2019-03-26 Last updated: 2019-03-26Bibliographically approved
Granklint Enochson, P. & Davidsson, E. (2018). Hur och på vilket sätt kopplar lärare samman No-undervisningen med elevernas vardag?. In: FND 2018: Forskning i naturvetenskapernas didaktik: Samhällsfrågor i naturvetenskaplig undervisning. Paper presented at FND2018 Forskning i naturvetenskapernas didaktik, 7-8 november, 2018, Malmö, Sweden (pp. 12-12).
Open this publication in new window or tab >>Hur och på vilket sätt kopplar lärare samman No-undervisningen med elevernas vardag?
2018 (Swedish)In: FND 2018: Forskning i naturvetenskapernas didaktik: Samhällsfrågor i naturvetenskaplig undervisning, 2018, p. 12-12Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Upplevelser och händelser som sker i elevernas vardag kan ibland problematiseras utifrån en naturvetenskaplig kontext. I denna studie har vi analyserat vi hur lärare,som undervisar elever i årskurs nio, använder sig av elevernas vardagserfarenheter då de undervisar, analysen bygger påKamberelis och Wehunt (2012) definition av hybrid diskurs-praxis. Analysen fokuseraspå den första inledande delen av lektionen, då läraren oftast är den främsta aktören i undervisningen. Denövergripande anledningentill att göra dessa analyser är indikationerna i PISA som visar att de svenska eleverna upplever den naturvetenskapliga undervisningen relevant men ointressant. I detta sammanhang blir det därför relevant att undersöka hur lärare talat om naturvetenskap i relation till elevernas vardagserfarenheter. Studien gjordes vid 6 olika skolor där totalt 44 lektioner spelades, dessa lektioners inledningar analyserades. 67 situationer detekterades och kategoriserades i tre övergripande grupper; Vardaglig kontext, Skolkontext och Språklig kontext. Vardagligkontext delades sedan i underkategorier ett exempel är: underkategorin, förklarande berättelser (12 situationer), har vi samlat de situationer där läraren, till synes spontant, hittar på berättelser för att kontextualisera naturvetenskapen. Noterbart är att inga längre berättelser förekom utan samtliga historier var korta kontextualiserande berättelser. Skolkontext hade inga underkategorier utan samtliga situationer referenser till andra skolämnen innebär att läraren relaterar till andra skolämnen genom att beskriva ämnesinnehållet som en del av en större enhet och skapar därmed en hybriditet mellan de olika skolämnena. Vid sex tillfällen gjordes sådana kopplingar till andra ämnen. Språkligkontext har tre underkategorier var av en är, Sammankopplar naturvetenskapliga ord med vardagsord, i denna underkategoriåterfinns främst på en av skolorna och då i ämnet kemi, när eleverna arbetade med ämnesområdet organiska syror. Genom att namnge de organiska syrorna med både vetenskapliga och vardagligt språk ger läraren eleverna möjligheter att se sambandet mellan det kemins ordval, askorbinsyra, och det ordval som görs i vardagen, C-vitamin.

Keywords
Kontextualisering, Hybridakontexter, årskurs 9
National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-38305 (URN)
Conference
FND2018 Forskning i naturvetenskapernas didaktik, 7-8 november, 2018, Malmö, Sweden
Available from: 2018-11-12 Created: 2018-11-12 Last updated: 2018-11-12Bibliographically approved
Granklint Enochson, P. & Davidsson, E. (2017). Teachers’ use of hybrid contexts as a means for negotiating the science content. In: ESERA 2017 Conferencebook: . Paper presented at 12th Conference of the European Science Education Research Association (ESERA), Dublin City University, Dublin, Ireland, 21st-25th August, 2017.
Open this publication in new window or tab >>Teachers’ use of hybrid contexts as a means for negotiating the science content
2017 (English)In: ESERA 2017 Conferencebook, 2017Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

Previous research studies have pointed to the benefits of involving students’ everyday life experiences for enhanced learning and positive attitudes towards school science. This study explores in what ways teachers relate other contexts to the school science context as a means to facilitate the negotiation of the presented scientific content. This means that we explore how teachers introduce other societal contexts (e.g. references to media or a narrative) and by that create hybrid contexts when introducing their science lessons. In all, 490 minutes of lesson introduction in Swedish grade nine classes were analyzed. The results reveal that the number of situations where the teachers created hybrid contexts was low, only 67 situations. However, if categorizing the situations these could be referred into five main categories, media, narratives, everyday-life experiences, linguistic references and other school subjects. The most common way to use hybrid contexts was to refer to every-day life. Only two references to actual topics in media were found indicating that the lesson introductions are far from considering the relation between science, news reporting and current novelties. However, the most striking results from this study are the absence of other contexts and hybrid contexts when introducing the science content.

Keywords
hybride kontext, teacher, grade 9
National Category
Didactics
Identifiers
urn:nbn:se:hh:diva-34829 (URN)
Conference
12th Conference of the European Science Education Research Association (ESERA), Dublin City University, Dublin, Ireland, 21st-25th August, 2017
Note

Poster Session II: number P7.2.2.2

Available from: 2017-10-09 Created: 2017-10-09 Last updated: 2017-10-10Bibliographically approved
Kraus, A., Granklint Enochson, P. & Björn Milrad, M. (2016). On the Field of Tension of Media-Related Visual Cultures and the Demands of School – Empowering Teenage Pupils (in Sweden), and the Seeing Glasses as a Development of Camera Ethnography. In: : . Paper presented at 25th Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE) at the University of Kassel: „Spaces for Education. Spaces of Education“, Kassel, Germany, 13-16 March, 2016.
Open this publication in new window or tab >>On the Field of Tension of Media-Related Visual Cultures and the Demands of School – Empowering Teenage Pupils (in Sweden), and the Seeing Glasses as a Development of Camera Ethnography
2016 (English)Conference paper, Published paper (Refereed)
Abstract [en]

Digital media and adolescents is an emotive issue of pedagogy and Youth Studies. However, there is a lack of empirical studies on the impacts of imaginaries of pupils respectively the way how they visualize being in a technology enhanced classroom and research on the ethical dilemma connected to it (cp. Livingstone 2009). We investigate such impacts in terms of the effects of gazes, creating pedagogically desirable or undesirable relations.

The ideal of a childhood and youth free from the influences of digital media is still alive, though it is deeply thwarted by reality, as adolescents are surrounded by media right from the birth and they extensively use it in many different ways. (Cp. http://www.soi2014.se/) As a rather short-circuited consequence they are widely regarded as “competent” users of, and even as pioneers in using digital media. (Cp. Carlsson 2010, Livingstone & Bovill 2001, et al.) This “competence” is extensively used in school by using PCs as a source of information and for ICT-enhanced learning (evaluation of the Swedish campaign “one PC per pupil” see: Fleischer 2013).

At the same time, the fast technological development of new digital means and applications leads to a successively reduced control of the contacts of the kids with digital media. There is thus a rather fragile pedagogical frame of the indication of emancipative potentials of digital media. (Cp. Ofcom 2012) This is a problem as there is some evidence that the inventiveness and creativity of the use of digital media by young people is rather restricted; we meet a strong merchandised way of consuming media applications (Livingstone 2009). Furthermore, adolescents easily expose or unmask a person or themselves e.g. in terms of cyberbullying. Beside the competent, routinized and creative use of digital media, there is thus a certain amount of misuse or uncontrolled use of it.

In cooperation with the project “Global Perspectives on Learning and Development with Digital Video Editing Media” (see: digitmed.wordpress.com), our qualitative empirical analyses focus the course and interchange of the gazes of pupils in school creating “visual cultures”, in which social in- and exclusions take place and narratives and learning unfold. These “visual cultures” get a digital dimension by being edited as a film. Theoretically, we stick to the growing interest for the “gaze” in digital contexts (Vlieghe 2011, Friesen et al. 2009 et al.) translating the consciously as well as unconsciously experienced field of tension real “gazes” generate (cp. Sartre 2003, Lacan 1981, Foucault 1999) to virtual contexts.

In her “camera-ethnographic” approach Mohn (2006) examines possible interactional patterns, interdependencies and entanglements etc. of the gazes within video-graphical social research. 

Methods and Aims

The Seeing Glasses are spectacles with an inbuilt digital, video and audio recording camera. It is a new way of collecting data within Youth Studies about the contexts on which the wearers of the glasses set their gazes, as well as about reciprocating gazes. During one week pupils of a 9th grade wear the Seeing Glasses during the school lessons (in Sweden). Then, the pupils edit the film material in order to create films about `our life at school´. A stationary camera and participating observations document the classroom context.

In our studies we will analyze the course of attention of the youngsters, captured by the Seeing Glasses and investigate their visualizations of eye contacts in editing the film material, recorded by the stationery camera and by participating observation in terms of the mis-én-scenes, and on the educational work connected to it. By doing this, the analytical tools of Camera Ethnography will be used, put at stake and further developed.

National Category
Learning
Identifiers
urn:nbn:se:hh:diva-35743 (URN)
Conference
25th Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE) at the University of Kassel: „Spaces for Education. Spaces of Education“, Kassel, Germany, 13-16 March, 2016
Available from: 2017-12-05 Created: 2017-12-05 Last updated: 2018-03-23Bibliographically approved
Granklint Enochson, P. & Davidsson, E. (2016). Teachers’ Use of Hybrid Contexts as Means for Facilitating the Negotiation of the Science Content. In: : . Paper presented at International Organization for Science and Technology Education (IOSTE), XVII IOSTE Symposium, Science and Technology Education for a Peaceful and Equitable World, 11-16 July, 2016, Braga, Portugal.
Open this publication in new window or tab >>Teachers’ Use of Hybrid Contexts as Means for Facilitating the Negotiation of the Science Content
2016 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

A large challenge in most western schools is to enhance and stimulate students’ engagement and motivation to learn science. The lack of interest is evident in several large-scale studies where students express negative attitudes towards learning science. However, Hässler and Hoffman (2000) show that the issue of interest is more complex, as the students in their study expressed negative attitudes towards school science but appeared positive towards science in a popular and practical context. Furthermore, Cerinin et al  (2003) concluded an increased interest for science education among students when teaching also includes societal references and connections to students’ everyday lives. This means that teachers need to take into consideration also other contexts than the school science context and by that create hybrid contexts as a resource for science learning. The question is to what extent and in what ways science teachers in lower secondary school manage to involve other contexts when introducing science lessons. In this study we are therefore interested in exploring in what ways teachers employ and relate other contexts to the school science context in order to facilitate the negotiation of the science content. This means that we explore how teachers introduce other societal contexts such as for example references to media or a narrative when introducing their science lessons and by that create hybrid contexts. The notion of hybrid contexts is inspired by Kambrelis and Wehunt (2012) who describe hybrid discourses as teachers’ use of words and expressions that may belong to different discourses depending on the framing. This study instead aims to identify situations where teachers use not only words and expressions outside the science discourse but also introduce other contexts than school science and by that create hybrid contexts. © 2016 by Research Centre on Child Studies (CIEC)

National Category
Didactics
Identifiers
urn:nbn:se:hh:diva-35171 (URN)
Conference
International Organization for Science and Technology Education (IOSTE), XVII IOSTE Symposium, Science and Technology Education for a Peaceful and Equitable World, 11-16 July, 2016, Braga, Portugal
Available from: 2017-10-10 Created: 2017-10-10 Last updated: 2018-01-30Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3349-226x

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