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Malmberg, Claes, professorORCID iD iconorcid.org/0000-0002-7643-1355
Publications (10 of 50) Show all publications
Abrahamsson, C., Malmberg, C. & Pendrill, A.-M. (2019). En Delfistudie om lärares uppfattning av elevengagemang i NO-undervisningen. NorDiNa: Nordic Studies in Science Education, 15(2), 128-144
Open this publication in new window or tab >>En Delfistudie om lärares uppfattning av elevengagemang i NO-undervisningen
2019 (Swedish)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 15, no 2, p. 128-144Article in journal (Refereed) Published
Abstract [en]

What happens in a science classroom where students are engaged and how do teachers observe and interpret student engagement? This article highlights teachers’ perspective on students’ engagement in science education and to what extent it is connected to the scientific content. This approach complements earlier research which focuses mostly on students’ attitude towards science education and their interest in various topics in science.

The findings are based on a three-stage Delphi survey distributed to 39 expert science teachers. The results shows science education with a range of different perspectives and that most teachers do not perceive any direct connection between specific science topics and the students’ engagement. The survey also shows that teachers to a high level interpret students’ emotional expressions and academic behavior as engagement rather than their cognitive behavior.

Place, publisher, year, edition, pages
Oslo: Naturfagsenteret / Norwegian Centre for Science Education, 2019
Keywords
Science teachers, Engagement, Lower secondary, Delphi study
National Category
Didactics
Identifiers
urn:nbn:se:hh:diva-39218 (URN)10.5617/nordina.5614 (DOI)
Projects
Research School Communicate Science in School
Funder
Swedish Research Council
Available from: 2019-04-10 Created: 2019-04-10 Last updated: 2019-04-15Bibliographically approved
Malmberg, C. (2019). Metoder för kommunikation. In: Claes Malmberg (Ed.), Lärportalen gymnasieskolan: Hållbar utveckling (pp. 1-12). Stockholm: Skolverket
Open this publication in new window or tab >>Metoder för kommunikation
2019 (Swedish)In: Lärportalen gymnasieskolan: Hållbar utveckling / [ed] Claes Malmberg, Stockholm: Skolverket , 2019, p. 1-12Chapter in book (Other academic)
Abstract [sv]

Texten ger exempel på metoder som kan användas för att skapa kommunikation och ett dialogiskt klassrum.

Place, publisher, year, edition, pages
Stockholm: Skolverket, 2019
Keywords
Hållbar utveckling, skola, ämnesövergripande, värderingsövning
National Category
Didactics
Identifiers
urn:nbn:se:hh:diva-40770 (URN)
Available from: 2019-10-21 Created: 2019-10-21 Last updated: 2019-10-21
Urbas, A., Malmberg, C. & Hasslöf, H. (2019). Politisk eller individuellt ansvar. In: Claes Malmberg (Ed.), Lärportalen gymnasieskolan: Hållbar utveckling (pp. 1-12). Stockholm: Skolverket
Open this publication in new window or tab >>Politisk eller individuellt ansvar
2019 (Swedish)In: Lärportalen gymnasieskolan: Hållbar utveckling / [ed] Claes Malmberg, Stockholm: Skolverket , 2019, p. 1-12Chapter in book (Other (popular science, discussion, etc.))
Abstract [sv]

Texten ger idéer om hur skolan kan arbeta med ansvarsfrågan kring hållbar utveckling. Den tar upp ansvarsfrågan utifrån två olika perspektiv, ett individuellt och ett politiskt, samt presenterar en teoretisk modell om hur samhällsfrågor kan politiseras och avpolitiseras. Modellen kan användas som stöd vid utvärdering av läromedel och undervisning om hållbar utveckling.

Place, publisher, year, edition, pages
Stockholm: Skolverket, 2019
Keywords
Hållbar utveckling, skola, ämnesövergripande, demokrati
National Category
Didactics
Identifiers
urn:nbn:se:hh:diva-40773 (URN)
Available from: 2019-10-21 Created: 2019-10-21 Last updated: 2019-10-21
Malmberg, C., Urbas, A. & Nilson, T. (2019). Sin egen lyckas smed. Pedagogiska Magasinet (1), 35-38
Open this publication in new window or tab >>Sin egen lyckas smed
2019 (Swedish)In: Pedagogiska Magasinet, ISSN 1401-3320, no 1, p. 35-38Article in journal (Other (popular science, discussion, etc.)) Published
Abstract [sv]

I läroböckerna blir hälsa en moralfråga. Stress och övervikt är individens ansvar, lösningarna heter motion och mindfulness. Politiska perspektiv existerar inte.

Place, publisher, year, edition, pages
Stockholm: Lärarförbundet, 2019
Keywords
Hälsa, politik, demokrati
National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-38836 (URN)
Available from: 2019-02-05 Created: 2019-02-05 Last updated: 2019-02-05Bibliographically approved
Malmberg, C. & Urbas, A. (2019). Värdekonflikter och kommunikativa utgångspunkter. In: Claes Malmberg (Ed.), Lärportalen gymnasieskolan: Hållbar utveckling (pp. 1-12). Stockholm: Skolverket
Open this publication in new window or tab >>Värdekonflikter och kommunikativa utgångspunkter
2019 (Swedish)In: Lärportalen gymnasieskolan: Hållbar utveckling / [ed] Claes Malmberg, Stockholm: Skolverket , 2019, p. 1-12Chapter in book (Other academic)
Abstract [sv]

Kapitlet diskuterar vad som kan göras när intresse- och värdekonflikter framträder i klassrummet. Utgångspunkten är hållbar utvecklings komplexa och ämnesövergripande karaktär där fakta möter värden. Den behandlar hur samtal i klassrummet kan organiseras där skilda åsikter och röster kommer fram, möts, bearbetas och bemöts. I ett sådant klassrum uppstår såväl intresse- som värdekonflikter.

Place, publisher, year, edition, pages
Stockholm: Skolverket, 2019
Keywords
Hållbar utveckling, skola, ämnesövergripande, demokrati
National Category
Didactics
Identifiers
urn:nbn:se:hh:diva-40769 (URN)
Available from: 2019-10-21 Created: 2019-10-21 Last updated: 2019-10-21
Malmberg, C. (2018). Att intervjua elever om hållbar utveckling. In: Claes Malmberg (Ed.), Lärportalen: Hållbar utveckling (pp. 1-6). Stockholm: Skolverket
Open this publication in new window or tab >>Att intervjua elever om hållbar utveckling
2018 (Swedish)In: Lärportalen: Hållbar utveckling / [ed] Claes Malmberg, Stockholm: Skolverket , 2018, p. 1-6Chapter in book (Other academic)
Abstract [sv]

Kapitlet beskriver hur lärare kan intervjua elever med avseende på arbete med lärande och hållbar utveckling.

Place, publisher, year, edition, pages
Stockholm: Skolverket, 2018
Keywords
hållbar utveckling, intervju
National Category
Didactics
Identifiers
urn:nbn:se:hh:diva-36666 (URN)
Available from: 2018-04-23 Created: 2018-04-23 Last updated: 2018-10-22Bibliographically approved
Caiman, C., Lundegård, I., Hasslöf, H., Malmberg, C. & Urbas, A. (2018). Didaktiska perspektiv på hållbar utveckling. In: Claes Malmberg (Ed.), Lärportalen: Hållbar utveckling (pp. 1-13). Stockholm: Skolverket
Open this publication in new window or tab >>Didaktiska perspektiv på hållbar utveckling
Show others...
2018 (Swedish)In: Lärportalen: Hållbar utveckling / [ed] Claes Malmberg, Stockholm: Skolverket , 2018, p. 1-13Chapter in book (Other academic)
Abstract [sv]

Kapitlet ger en introduktion till lärande i hållbar utveckling. Det görs genom att ge en bild av hur de komplexa och ämnesövergripande hållbarhetsfrågorna kan karaktäriseras. Kapitlet lägger vikt vid att diskutera och problematisera de viktiga frågorna, varför behövs en undervisning i hållbar utveckling, vad ska undervisningen innehålla samt hur ska den organiseras.

Place, publisher, year, edition, pages
Stockholm: Skolverket, 2018
Keywords
hållbar utveckling, didaktik, skolår 7-9
National Category
Didactics
Identifiers
urn:nbn:se:hh:diva-36674 (URN)
Available from: 2018-04-25 Created: 2018-04-25 Last updated: 2018-04-27Bibliographically approved
Malmberg, C. (2018). Framtidsverkstad. Stockholm: Skolverket
Open this publication in new window or tab >>Framtidsverkstad
2018 (Swedish)Other (Other (popular science, discussion, etc.))
Place, publisher, year, pages
Stockholm: Skolverket, 2018
Series
Skolverket Lärportalen
National Category
Didactics
Identifiers
urn:nbn:se:hh:diva-39220 (URN)
Projects
Skolverket Lärportalen
Note

Resursen är en ljudfil och text som beskriver hur ett arbetslag arbetar med förändringsarbete under en Framtidsverkstad.

Available from: 2019-04-10 Created: 2019-04-10 Last updated: 2019-04-12Bibliographically approved
Malmberg, C. & Urbas, A. (2018). Health and sustainable development education: A paradox of responsibility?. In: : . Paper presented at European Science Education Research Association (ESERA), 2018 Science | Environment | Health Mini Conference, Kiel, Germany, 19-21 August, 2018.
Open this publication in new window or tab >>Health and sustainable development education: A paradox of responsibility?
2018 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

Health and sustainable development are two urgent and global issues that needto be addressed by all societies.The issues are also an important part of the school curricula and present in everyday teaching.By this education has a key function in both qualifyingand socializing students to becomeactive individuals and citizens. Accordingly, health and sustainable development should be considered as both science and social science issues. The purpose of this chapter is to analyze and discuss how health and sustainable development aredescribed in Swedish textbooksforBiology, Science and Physicaleducationand health. The theoretical point of departure is the distinction between individual and societal/political responsibility. Thechapter showsthatthe textbooks create what we call a paradox of responsibility. This means that the issues are de-politicized (individualized) and that the responsibility is placed on the individual rather than on the societal/political level even when such solutions are needed. How textbooks portray issues is of great importance since it influences students understanding of the problems and their thinkablesolutions. We argue that health and sustainable developmentin school alwaysshould be portrayed as both individual andsocietal/political issues in order to empower the students to deal with the issues in a more adequate way.

Keywords
science education, politics, health education, democracy
National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-37776 (URN)
Conference
European Science Education Research Association (ESERA), 2018 Science | Environment | Health Mini Conference, Kiel, Germany, 19-21 August, 2018
Available from: 2018-08-23 Created: 2018-08-23 Last updated: 2019-01-07Bibliographically approved
Malmberg, C. & Urbas, A. (2018). Health in school: stress, individual responsibility and democratic politics. Cultural Studies of Science Education
Open this publication in new window or tab >>Health in school: stress, individual responsibility and democratic politics
2018 (English)In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510Article in journal (Refereed) Epub ahead of print
Abstract [en]

According to previous research, in contemporary western societies health is seen as an increasingly non-political issue. Rather than being at the centre of collective decision-making and democratic politics, health is regarded as resting on individual responsibility. In this study we focus on, and explore an important and challenging socio-scientific issue through the concepts of politicization and the depoliticization. We address the question of health education in schools as well as the question of citizenship and democracy, which adds to research on scientific literacy and socio-scientific issues. The study consists of two parts: firstly, we analyse whether health—more precisely stress—is portrayed as a political or non-political issue in textbooks for secondary school; secondly, and informed by the results from our analysis, we dissect and problematise what kind of citizenship that is constructed in textbooks. From a theoretical framework of politics, the article explores how citizenship emerges. Our findings show that health, and more precisely stress, is depoliticized in the textbooks. Firstly, stress is regarded as an individual—not public or governmental—concern. Secondly, stress is depoliticized in a more rigorous manner by making its political dimensions invisible. A consequence is a displacement of stress, e.g., in school, from the democratic arena to the individual citizen. As an implication we recommend an education that emphasize a political and democratic perspective on health as a complement to the individual perspective. © The Author(s) 2018

Place, publisher, year, edition, pages
Dordrecht: Springer, 2018
Keywords
Secondary School, Health education, Socio-scientific issues, Stress, Politics
National Category
Didactics
Identifiers
urn:nbn:se:hh:diva-37777 (URN)10.1007/s11422-018-9882-0 (DOI)
Available from: 2018-08-23 Created: 2018-08-23 Last updated: 2018-12-17Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-7643-1355

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