UmSER - Umeå Science Education Research

UMSER is a research group within science and technology education research with participants from several departments at Umeå University. Our research interest can be described from two perspectives – the learning situation and the learner.

Position open for 1-2 postdocs in UmSER!

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https://umu.mynetworkglobal.com/en/what:job/jobID:177896/


The research aims at increasing knowledge about the importance of teaching, content, context, gender, motivation and attitudes for learning and interest in science. Examples of teaching situations studied in our research projects are social issues with science content, group discussions on contextual problems, problem solving, laboratory work, and digital tools and environment such as simulation, visualization, and programming. Within UmSER there is also an interest and competence in gender and identity. The research applies to both students and teachers and includes all the way from preschool to university. Our research has an applied approach and a potentially high degree of concern for teachers in schools and universities. The activities within UmSER include, in addition to the work in the projects, research and literature seminars.

Research leader is professor Christina Ottander. There are currently four guest professors associated to UmSER: Shirley Simon, University of London, UK, Ilka Parchmann, IPN, Germany, Allison Gonsalves, McGill University, Canada and Berit Bungum, Norwegian University of Science and Technology.

Publications UmSER

Author

Title

Year sorteringsordning

Fulltext

Broman, Karolina
Bernholt, Sascha
Parchmann, Ilka

Using Model-based Scaffolds to Support Students Solving Context-based Chemistry Problems
International Journal of Science Education

2018

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Broman, Karolina
Mårell-Olsson, Eva

Virtual reality i kemiundervisningen: hur kan man arbeta med digitalisering?

2018

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Winberg, T. Mikael
Hofverberg, Anders
Lindfors, Maria

Relationships between epistemic beliefs and achievement goals: developmental trends over grades 5–11
European Journal of Psychology of Education

2018

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Andersson, Catarina
Palm, Torulf

Reasons for teachers' successful development of a formative assessment practice through professional development: a motivation perspective
Assessment in education

2018

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Danielsson, Anna T.
Berge, Maria
Lidar, Malena

Knowledge and power in the technology classroom: a framework for studying teachers and students in action
Cultural Studies of Science Education, 13(1): 163-184

2018

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Popov, Oleg

Varför blir det tveeggade pedagogiska svärdet trubbigt?

2018

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Lindfors, Maria

"Kunskap är vad du vet, och vet du inte kan du alltid googla!": elevers epistemic beliefs i naturvetenskaplig undervisningskontext

2018

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Broman, Karolina

Läsecirklar - ett sätt att arbeta med kollegialt lärande kring naturvetenskapernas didaktik

2018

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Lidar, Malena
Danielsson, Anna
Berge, Maria

What Is Construed as Relevant Knowledge in Physics Teaching?: Similarities and Differences in How Knowledge and Power Are Staged in Three Lower Secondary Classrooms
Research in science education

2018

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Areljung, Sofie
Ottander, Christina
Due, Karin

"Drawing the leaves anyway": teachers embracing children's different ways of knowing in preschool science practice
Research in science education, 47(6): 1173-1192

2017

-


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