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Fredlund, Tobias
Publications (10 of 34) Show all publications
Fredlund, T. & Knain, E. (2018). Analysing school science group work in terms of multimodal text development and its interplay with the context of situation. In: 9ICOM Book of Abstracts: . Paper presented at 9ICOM 2018; Odense, Denmark; 15-17 August 2018 (pp. 64-64).
Open this publication in new window or tab >>Analysing school science group work in terms of multimodal text development and its interplay with the context of situation
2018 (English)In: 9ICOM Book of Abstracts, 2018, p. 64-64Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Social semiotics terms the immediate environment in which a text functions the ‘context of situation’ – an instance of the context of culture. The context of situation is defined by three parameters, FIELD, TENOR and MODE, which can be operationalized by the WHAT, the WHO and the HOW of a text functioning in a science classroom (Knain, 2015). Text and context mutually enable and constrain each other in acts of meaning. For something to be a text, it must both hang together internally and cohere externally in terms of the three contextual parameters (Halliday & Hasan, 2013). In this paper, we argue that although group work in science classes can be seen as joint text development, what is actually developed is often not a text, but a trajectory of different multimodal texts, each with its own text-context relationship. This is because the students sometimes jump between different topics, which point to different values of the context-parameters. We present an analysis of video recorded student group work where the students produce a trajectory of multimodal texts and move between different contexts of situation – as judged by the values of the contextual parameters. But there is one main thread that they continuously return to. This thread is both internally cohesive and coherent with a (developing) context of situation, and thus constitutes a text. Our analyses suggest that a factor that helps in enabling the students to return to this main thread is a drawing that they produce. A number of aspects of visual grammar are used as indications of the continuous transformation of both the text and its context of situation, including framing, foregrounding and backgrounding. We suggest that this process of multimodal text development is likely to be characteristic for learning trajectories

National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-28408 (URN)
Conference
9ICOM 2018; Odense, Denmark; 15-17 August 2018
Funder
The Research Council of Norway, 249872
Available from: 2018-11-05 Created: 2018-11-05 Last updated: 2018-11-05Bibliographically approved
Suhr Lunde, M. L., Mathiassen, K., Fredlund, T. & Knain, E. (2018). Representations and Students Teachers’ Experiences from Teacher Practice. In: : . Paper presented at NARST 91st Annual International Conference; Atlanta, USA; 10-13 March 2018.
Open this publication in new window or tab >>Representations and Students Teachers’ Experiences from Teacher Practice
2018 (English)Conference paper, Oral presentation only (Other academic)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-28406 (URN)
Conference
NARST 91st Annual International Conference; Atlanta, USA; 10-13 March 2018
Available from: 2018-11-05 Created: 2018-11-05 Last updated: 2018-11-05Bibliographically approved
diva2:1260889
Open this publication in new window or tab >>Representations in students’ argumentation on SSI
2018 (English)Conference paper, Oral presentation only (Other academic)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-28409 (URN)
Conference
NARST 91st Annual International Conference; Atlanta, USA; 10-13 March 2018
Available from: 2018-11-05 Created: 2018-11-05 Last updated: 2018-11-05Bibliographically approved
Suhr Lunde, M. L., Mathiassen, K., Fredlund, T. & Knain, E. (2018). Student teachers’ perspective of representations in science teaching and learning. In: 9ICOM Book of Abstracts: . Paper presented at 9ICOM 2018; Odense, Denmark; 15-17 August 2018 (pp. 104-104).
Open this publication in new window or tab >>Student teachers’ perspective of representations in science teaching and learning
2018 (English)In: 9ICOM Book of Abstracts, 2018, p. 104-104Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Representations such as writing, speech, graphs, diagrams, gestures and simulations are important tools for teaching and learning in science (Knain, 2015). Representations are also valuable tools for making student understanding visible for sharing, discussion and mentoring. In this study, our aims were to study student teachers’ conceptualization of representations as tools for student learning, the importance of representations related to their own field of science and their experiences with representations during teaching practice. We performed focus group interviews with student teachers before and after teaching practice, along with group discussions on selected representations. We also studied exam papers from a small number of student teachers focusing on representations. The data was analysed by thematic analysis using software for qualitative analysis, ATLAS.ti. Preliminary findings suggest that before teacher practice the student teachers were familiar with the concept of representations and the importance of representations as tools for learning in science. They were aware of challenges related to interpretation of representations, and that different representations and combinations of representations can support student learning in science. During teacher practice the student teachers seem to have developed a greater awareness of the nature of representations, what students need to know and that they should be able to interpret and make their own representations. However, student teachers also report on limited possibilities to focus on representations during their teacher practice. We conclude that working with representations for teachers and student teachers is related to the development of an awareness of representations as fundamental tools and forms of expression in science learning. An important task is to enable the student teachers to study their own teaching practice by building a bridge between subject, pedagogical content knowledge and teaching practice, creating a “third space” as an arena for the student teachers’ professional development as teachers.

National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-28405 (URN)
Conference
9ICOM 2018; Odense, Denmark; 15-17 August 2018
Funder
The Research Council of Norway, 249872
Available from: 2018-11-05 Created: 2018-11-05 Last updated: 2018-11-05Bibliographically approved
Fredlund, T., Knain, E. & Larsen Furberg, A. (2018). Using representations to learn about the greenhouse effect. In: : . Paper presented at NARST 91st Annual International Conference; Atlanta, USA; 10-13 March 2018.
Open this publication in new window or tab >>Using representations to learn about the greenhouse effect
2018 (English)Conference paper, Oral presentation only (Other academic)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-28407 (URN)
Conference
NARST 91st Annual International Conference; Atlanta, USA; 10-13 March 2018
Available from: 2018-11-05 Created: 2018-11-05 Last updated: 2018-11-05Bibliographically approved
Suhr Lunde, M. L., Mathiassen, K., Fredlund, T. & Knain, E. (2017). Lærerstudenters erfaringer med bruk av representasjoner i praksis. In: : . Paper presented at NFSUN 2017; Trondheim, Norge; 7-9 June 2017.
Open this publication in new window or tab >>Lærerstudenters erfaringer med bruk av representasjoner i praksis
2017 (Norwegian)Conference paper, Poster (with or without abstract) (Other academic)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-28411 (URN)
Conference
NFSUN 2017; Trondheim, Norge; 7-9 June 2017
Available from: 2018-11-05 Created: 2018-11-05 Last updated: 2018-11-05Bibliographically approved
Knain, E., Fredlund, T. & Larsen Furberg, A. (2017). Making the invisible visible across modes and representations. In: : . Paper presented at Nordic Research Symposium on Science Education (NFSUN 2017); Trondheim, Norway; 7-9 June 2017.
Open this publication in new window or tab >>Making the invisible visible across modes and representations
2017 (English)Conference paper, Oral presentation only (Other academic)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-28412 (URN)
Conference
Nordic Research Symposium on Science Education (NFSUN 2017); Trondheim, Norway; 7-9 June 2017
Available from: 2018-11-05 Created: 2018-11-05 Last updated: 2018-11-05Bibliographically approved
Knain, E., Fredlund, T., Larsen Furberg, A., Mathiassen, K., Remmen, K. B. & Ødegaard, M. (2017). Representing to learn in science education: Theoretical framework and analytical approaches. Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge (3)
Open this publication in new window or tab >>Representing to learn in science education: Theoretical framework and analytical approaches
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2017 (English)In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, ISSN 1504-9922, E-ISSN 1504-9922, no 3Article in journal (Refereed) Published
Abstract [en]

Being able to engage with science representations, such as graphs, drawings, animations, gestures and written and verbal texts lies at the heart of scientific literacy. This article introduces the design-based research project Representations and Participation in School Science (REDE), which aims to investigate new aspects of how representations create learning and teaching opportunities in school science in lower and secondary school. It does so by scrutinising the role of representations in three areas of science education: the learning of science content, socio-scientific issues (SSI) and the nature of science. Central to the REDE project is the development of teaching designs whereby students’ and teachers’ engagement with various forms of representations are at the core of learning activities. The teaching designs are developed by teachers together with the researchers in REDE and are tested by the teachers and their students at three partner schools. In this article, we outline the theoretical framework of the project, which is based on scientific literacy and the notion of a ‘third space’. We also introduce the design principles that inform the development of the teaching designs, as well as the two main analytical approaches that we use to analyse students’ and teachers’ engagement with science representations: multimodal analysis and interaction analysis. Finally, we illustrate the potential of the theoretical framework, the design principles and the multimodal analysis in contributing to the investigations in REDE. We do so by presenting and discussing analyses of three empirical cases from classrooms where students worked with teaching designs that focus on representations.

Abstract [no]

“Scientific literacy” og naturfaglig allmenndannelse innebærer å mestre bruk av ulike representasjoner som grafer, tegninger, animasjoner og skrift. Artikkelen introduserer forsknings – og utviklingsprosjektet Representasjon og deltakelse i naturfag (REDE), som har som mål å undersøke og utvikle nye praksiser med fokus på bruk av representasjoner på ungdoms- og videregående trinn i norsk skole. REDE skal utvikle kunnskap og undervisningsressurser innen tre områder: begrepslæring, læring gjennom arbeid med sosiovitenskapelige spørsmål (SSI) og læring om naturvitenskapens egenart. Den design-baserte forskningen i REDE skal støtte utviklingen av aktiviteter som har fokus på representasjoner. Undervisningsoppleggene er utviklet i samarbeid mellom forskere og lærere, og prøves ut på tre partnerskoler. I denne artikkelen beskrives det teoretiske rammeverket i prosjektet, hvor begrepene scientific literacy og det “tredje rom” står sentralt. Videre introduseres designprinsippene som ligger til grunn for utviklingen av undervisningsoppleggene, etterfulgt av en beskrivelse av to sentrale analytiske tilnærminger i REDE: multimodal analyse og interaksjonsanalyse. Avslutningsvis illustreres mulighetene som ligger i rammeverket ved hjelp av empiriske eksempler hentet fra tre klasseromssituasjoner der ulike undervisningsdesign ble implementert av lærere og elever.

Keywords
scientific literacy, representations, classroom research, naturfaglig literacy, representasjoner, klasseromsforskning.
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-28417 (URN)10.5617/adno.4722 (DOI)
Available from: 2018-11-06 Created: 2018-11-06 Last updated: 2018-11-06Bibliographically approved
Fredlund, T., Knain, E. & Larsen Furberg, A. (2017). Teaching science using underdetermined representations: Illustration and implications. In: : . Paper presented at Nordic Research Symposium on Science Education (NFSUN 2017); Trondheim, Norway; 7-9 June 2017.
Open this publication in new window or tab >>Teaching science using underdetermined representations: Illustration and implications
2017 (English)Conference paper, Oral presentation only (Other academic)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-28416 (URN)
Conference
Nordic Research Symposium on Science Education (NFSUN 2017); Trondheim, Norway; 7-9 June 2017
Available from: 2018-11-06 Created: 2018-11-06 Last updated: 2018-11-06Bibliographically approved
Knain, E., Remmen, K. B. & Fredlund, T. (2017). The role of representations in students' argumentation on SSI. In: : . Paper presented at ESERA 2017 Conference; Dublin, Ireland; 21-25 August 2017.
Open this publication in new window or tab >>The role of representations in students' argumentation on SSI
2017 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

This paper reports on a study that investigates how visual representations support students’ learning in the context of socio-scientific issues (SSI). SSI often require students to apply science knowledge in order to deal with conflicts of interest. An aspect of SSI teaching and learning that is commonly held to be important is argumentation, where claims are supported with evidence. However, almost no studies have been carried out that focus on the use of evidence afforded by visual representations. In Norway, there is currently a conflict between the government and non-governmental organisations regarding whether Norwegian off-shore oil exploration should be extended or not. Two recent chronicles – one from each part in the conflict, made the starting point for the educational setting from which our data was collected. Groups of students wrote texts arguing either for or against further exploration. A range of visual representations related to the topic had been collected by the teacher and the researchers. The students made a selection from this collection and incorporated the selected representations into their texts. Video data was collected using head-mounted cameras. Analysis suggests that student learning is enhanced when they get opportunities to create, critique and revise their representations and texts. Such opportunities were therefore included in the design for learning. Our analyses reveal processes involved when the students selected and orchestrated multimodal representations into their argumentative texts. However, an implication from our study is that students appear to be more familiar with the create phase, than with the critique and revise phases. These results suggest that students need more instructional support in, and practice of, these phases.

National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-28414 (URN)
Conference
ESERA 2017 Conference; Dublin, Ireland; 21-25 August 2017
Available from: 2018-11-05 Created: 2018-11-05 Last updated: 2018-11-05Bibliographically approved

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