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Mikael Winberg

(Endast engelsk version tillgänglig)

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My primary research interest is on how students’ personal characteristics interact with “environmental variables” of different learning situations and how these interactions influence students’ behavior, emotions and cognition. We are cooperating with TIMSS-Scandinavia, the Swedish schools inspectorate, and the National Agency of Education (Skolverket) for data collection. As a first step, a number of motivational constructs and situational variables have been investigated for their relative importance for predicting behavior and cognition.In the second step, we will conduct quasi-experimental studies of the interactions between the most important variables and how they affect motivational and cognitive outcomes. The first stage is based on large scale questionnaire surveys while the second comprises (in addition to questionnaires) observations and interviews in adjunction to designed learning sequences. Examples of personal characteristics under study are; Achievement goals, motivation type (as defined in self-determination theory), student attribution patterns, self-efficacy and epistemological beliefs. Among the situation variables, we have investigated degree of autonomy support, character and frequency of teacher feedback, social and cognitive interaction with peers during class, perceived goals of the activity, attitudes and competencies of ‘significant others’, task difficulty, and utility value. Preliminary results indicate that among the personal characteristics, an identified or intrinsic regulation of behavior and mastery goals are the most influential factors for successful learning and also influences students’ curiosity and interest in the tasks. Students’ attribution patterns, on the other hand, only predict emotional experiences, e.g., anxiety, pertinent to the “risk” of revealing a lack of competence that is inherent in most educational situations. Among situational features, the characteristics of teacher feedback, the frequency of discussions with the teacher, and task difficulty seems to be among the most important variables for predicting cognition, behavior, and emotions.

I am also involved in a national-level study of the effects of science education for pre-school teachers. ‘Effects’ are pertinent to students attitudes, i.e., attainment and utility value, toward learning science, their science knowledge achievement goals, and motivation type for learning science later on in the educational system (grade 3 and 8), The study utilizes demographic databases as well as national level knowledge-tests in science subjects, attitude surveys, and interviews with children and pre-school teachers.

Recently, we finished a project on how Socio-Scientific Issues can be used to stimulate students interest for science and improve scientific literacy. A recent publication on how teachers and students in mono- and multiethnic schools handle work with complex issue can be found at: http://dx.doi.org/10.1080/09500693.2010.519803. More information about the work can also be found at www.sisc.se

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Publikationer

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Bengmark, Samuel
Thunberg, Hans
Winberg, Mikael

Success-factors in Transition to University Mathematics
International journal of mathematical education in science and technology, 48(7): 988-1001

2017

Hämta

Lindfors, Maria
Winberg, Mikael
Bodin, Madelen

The role of students' scientific epistemic beliefs in computer-simulated problem solving
Scandinavian Journal of Educational Research

2017

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Borg, Farhana
Winberg, Mikael
Vinterek, Monika

Preschool Children's Knowledge about the Environmental Impact of Various Modes of Transport
Early Child Development and Care

2017

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Borg, Farhana
Winberg, Mikael
Vinterek, Monika

Children's learning for a sustainable society: influences from home and preschool
Education Inquiry, 8(2): 151-172

2017

Hämta

Borg, Farhana
Vinterek, Monika
Winberg, Mikael

Assessing self-reported understanding and practices of sustainability issues among children in eco- and non-eco-certified preschools in Sweden
Environmental and Sustainability Education Research (ESER) Symposium. Dublin, Ireland, August 22-26, 2016

2016

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Winberg, Mikael
Thunberg, Hans
Bengmark, Samuel

Success-factors in Transition to University Mathematics for stronger and weaker secondary students
Towards a Reflective Society

2015

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Winberg, Mikael T.
Hellgren, Jenny M.
Palm, Torulf

Stimulating positive emotional experiences in mathematics learning: influence of situational and personal factors
European Journal of Psychology of Education, 29(4): 673-691

2014

Hämta

Stadler, Erika
Bengmark, Samuel
Thunberg, Hans; et al.

Approaches to learning mathematics - differences between beginning and experienced university students
Proceedings of the Eight Congress of the European Society for Research in Mathematics Education.: 2436-2445

2013

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Winberg, Mikael

Motverkar skolans strukturer insatser som görs för att öka elevernas motivation?: Interaktioner mellan den lärande och lärandesituationen: Effekter på afektiva upplevelser och lärandeutfall

2013

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Stadler, Erika
Bengmark, Samuel
Thunberg, Hans; et al.

Novice mathematics students at the university: experiences, orientations and expectations
Skrifter från Svensk förening för matematikdidaktisk forskning

2012

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Sidansvarig: Madelen Bodin

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