Publikationer

i Diva kan du själv söka publikationer, bland annat examensarbeten som gjorts på lärarprogrammen vid Karlstads universitet. Dessa kan inspirera dig som är lärarstudent vid ditt val av arbete, eller dig som är lärare, för att få nya idéer till din undervisning.
Digitala Vetenskapliga Arkivet

SMEER-publikationer (nya överst)

Wahlberg, S. J., Haglund, J., & Gericke, N. M. (2024). Metaphors on Protein Synthesis in Swedish Upper Secondary Chemistry and Biology Textbooks–A Double-Edged Sword. Research in Science Education, 1-20.

Torsdottir, A. E., Olsson, D., & Sinnes, A. T. (2024). Developing action competence for sustainability–Do school experiences in influencing society matter?. Global Environmental Change, 86, 102840. https://doi.org/10.1016/j.gloenvcha.2024.102840

Torsdottir, A. E., Olsson, D., Sinnes, A., & Wals, A. (2024). The relationship between student participation and students’ self-perceived action competence for sustainability in a whole school approach. Environmental Education, Research, 1-19. https://doi.org/10.1080/13504622.2024.2326462 

Walan, S. (2024). Primary school students’ perceptions of artificial intelligence – for good or bad. International Journal of Technology &  Design Education. https://doi.org/10.1007/s10798-024-09898-2

Forsler, A., Nilsson, P., & Walan, S. (2024) Teaching for sustainable development in vocational education, Journal of Biological Education, DOI: 10.1080/00219266.2024.2320110

Forsler, A., Nilsson, P., & Walan, S. (2023). Capturing and Developing Teachers' Pedagogical Content Knowledge in Sustainable Development Using Content Representation and Video-Based Reflection. Research in science education. https://doi.org/10.1007/s11165-023-10149-y  

Forsler, A., Nilsson, P., & Walan, S. (2023). Collective pedagogical content knowledge for teaching sustainable development. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-023-10421-7  

Walan, S., & Brink, H. (2023). Students’ and teachers’ responses to use of a digital self-assessment tool to understand and identify development of twenty-first century skills when working with makerspace activities. International journal of technology and design education. https://doi.org/10.1007/s10798-023-09845-7  

Walan, S., & Gericke, N. (2023). Transferring makerspace activities to the classroom : a tension between two learning cultures. International journal of technology and design education, 33(5), 1755-1772. https://doi.org/10.1007/s10798-022-09799-2  

Rönner, A. C., Jakobsson, A., & Gericke, N. (2023). "Bacteria are not viruses; viruses are more malicious”-young pupils’ understanding of bacteria and viruses in the aftermath of COVID-19. Journal of Biological Education, 1-14. 
https://doi.org/10.1080/00219266.2023.2247409

Margrain, V., & van Bommel, J. (2023). Assessment and gifted discourse in Swedish early years education steering documents: tThe problem of (in)visibility. Education Sciences, 13(9), 904–904. https://doi.org/10.3390/educsci13090904

Jakobsson, M., van Bommel, J., Randahl, A.-C., & Modig, N. (2023). Semantiska vågor i undervisningen: Likheter och skillnader i skolämnena matematik och samhällskunskap. Utbildning och lärande, 17(2), 59–78. https://doi.org/10.58714/ul.v17i2.15853

Palmér, H., & van Bommel, J. (2023) Young students exploring measurement through problem solving and problem posing. The Mathematics Educator, 31(1), 30–54. https://openjournals.libs.uga.edu/tme/article/view/2477

Karlsson, J., Liljekvist, Y., & van Bommel, J. (2023). Finding patterns of instructional features through a latent class analysis. Presented at the European Conference on Educational Research (ECER), Glasgow, August 22-25, 2023. https://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-94582 (2 pp)

van Bommel, J., Palmér, H., & Ebbelind, A. (2023) Five minutes: Young students' understanding of time. CERME, Budapest, Hungary, 10-14 July, 2023. (8 pp)

Ebbelind, A., Palmér, H., & van Bommel, J. (2023) Experience a sense of being, becoming and belonging to an educational design project as professional development. CERME, Budapest, Hungary, 10-14 July, 2023 (8 pp)

Bjørnebye, M., Helseth, A., & van Bommel, J. (2023) Aesthetics in embodied task design in mathematics. CERME, Budapest, Hungary, 10-14 July, 2023 (8 pp)

Margrain, V., & van Bommel, J. (2023). Assessment in the early years in Sweden: Implications for gifted children (Sweden). American Educational Research Association (AERA), Chicago, IL, USA. (2 pp)

van Bommel, J., & Mellroth, E. (2023) Online mathematics enrichment in regular classes. NERA, Oslo, Norway (2 pp)

Palmér, H., van Bommel, j., & Ebbelind, A. (2023) Lärares deltagande i praktiknära forskning. EMELI, Göteborg, 22-23 mars

Bjørnebye, M., Helseth, A., & van Bommel, J. (2023) Metodiska refleksjoner om design forskning i barnehagen. EMELI, Göteborg, 22-23 mars

Torsdottir, A. E., Sinnes A. T., Olsson, D., & Wals, A. (2023). Do students have anything to say? Student participation in a whole school approach to sustainability. Environmental Education Research. https://doi.org/10.1080/13504622.2023.2213427 

Lampert, P., Goulson, D., Olsson, D., Piccolo, J., & Gericke, N. (2023). Sustaining insect biodiversity through Action Competence—An educational framework for transformational change. Biological Conservation, 283, 110094. https://doi.org/10.1016/j.biocon.2023.110094

Gericke, N. & Mc Ewen, B (2023). Defining Epigenetic Literacy: How to integrate epigenetics into the biology curriculum. Journal of Research in Science Teaching,https://doi.org/10.1002/tea.21856  

Hudson, B., Gericke, N., Olin-Scheller, C., & Stolare, M. (2023) Trajectories of powerful knowledge and epistemic quality: analysing the transformations from disciplines across school subjects, Journal of Curriculum Studies, https://doi.org/10.1080/00220272.2023.2182164 

Rönner, A-C., Jakobsson, A. & Gericke, N. (2023). Cough, sneeze, pass it on – pupils’ understanding of infectious diseases in the aftermath of COVID-19. Journal of Biological Education. https://doi.org/10.1080/00219266.2022.2159492

Forssten Seiser, A., Mogren, A., Gericke, N., Berglund, T., & Olsson, D. (2022). Developing school leading guidelines facilitating a whole school approach to education for sustainable development. Environmental Education Research, 1-23. https://doi.org/10.1080/13504622.2022.2151980 

Raaijmakers, H. (2022). Powerful eyes, imaginative minds - Experiencing contemporary art and science in a third space. Licentiate thesis, Faculty of Health, Science and Technology. Karlstad University Studies, 2022:21. DIVA

Boeve-de Pauw, J., De Loof, H., Walan, S., Gericke, N., & Van Petegem,P. (2022). Teachers’ self-efficacy and role when teaching STEM in high- tech informal learning environments, Research in Science & Technological Education, DOI: 10.1080/02635143.2022.2089873

Margrain, V., & van Bommel, J. (2022). Implicit and inclusive early education for gifted children swedish policy and international possibilities. In Special Education in the Early Years (Vol. 36, pp. 43–57). https://doi.org/10.1007/978-3-030-91297-0_4

Olsson, D., & Gericke, N. (2022). The Effectiveness of Education for Sustainable Development in Promoting Students’ Action Competence for Sustainability. Oral presentation at NARST 2022, Unity and Inclusion for Global Scientific Literacy: Invite as a Community. Unite as a Community—March 27-30.

Liljekvist, Y., Randahl, A.-C., van Bommel, J., Sturk, E., & Olin-Scheller, C. (2022). ‘Sharing is caring’ : extending the professional learning community using social media. In Social media : influences on education (1st ed., pp. 103–131). Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-194505

Gustafsson, M., van Bommel, J., & Liljekvist, Y. (2022). Connecting teachers’ use of curriculum resources in planning with mathematical knowledge for teaching. Presented at the Madif13. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-89880

Gustafsson, M., van Bommel, J., & Liljekvist, Y. (2022). Curricular resources and task design in mathematics education. Presented at the CERME12. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-89879 

van Bommel, J., & Palmér, H. (2022). Dividing Cookies : What do students discern? Presented at the Madif13. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-89874

Palmér, H., van Bommel, J., Gäfvert, M., & Nilsson, Å. (2022). Elever i förskoleklass utforskar mätning genom problemlösning och problemformulering. Presented at the Matematikbiennalen 2022. Retrieved fromhttp://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-89871

Randahl, A.-C., Liljekvist, Y., Olin-Scheller, C., & van Bommel, J. (2022). From authorised visitor to key person – a trajectory of participation in teacher Facebook groups. Education Inquiry, 1–16.https://doi.org/10.1080/20004508.2022.2069931

Nilsberth, M., Tengberg, M., van Bommel, J., Nissen, A., & Walkert, M. (2022). The quality of instruction in Swedish lower secondary language arts, mathematics and social science. Presented at the QUINT. Retrieved fromhttp://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-89877

van Bommel, J., Nilsberth, M., Tengberg, M., & Walkert, M. (2022). What to do or what to learn : on communicating learning goals. Presented at the Congress of the European Society for Research in Mathematics Education - CERME12. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-89873

Palmér, H., & van Bommel, J. (2022). Young students’ choice of representation when solving a problem-solving task on combinatorics. Presented at the POEM. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-89875 

Christenson, N., & Walan, S. (2022). Developing Pre-service Teachers’ Competence in Assessing Socioscientific Argumentation. Journal of Science Teacher Education, 1-23, https://doi.org/10.1080/1046560X.2021.2018103

Torbjörnsson, T., & Gericke, N. (2022). Identifying capital for school improvement: recommendations for a whole school approach to ESD implementation. Environmental Education Research, https://doi.org/10.1080/13504622.2022.2045256 

Hudson, B., Gericke, N., Olin-Scheller, C., & Stolare, M. (Eds.). (2022). International Perspectives on Knowledge and Curriculum: Epistemic Quality Across School Subjects. Bloomsbury Publishing.

Hudson, B., Gericke, N., Olin-Scheller, C., & Stolare, M. (Eds.). (2022). International Perspectives on Knowledge and Quality: Implications for Innovation in Teacher Education Policy and Practice. Bloomsbury Publishing.

Haglund, J., Jeppsson, F., & Schönborn, K. J. (Eds.). (2022). Thermal cameras in science education. Springer. https://doi.org/10.1007/978-3-030-85288-7

Boeve-de Pauw, J., Olsson, D., Berglund, T., & Gericke, N. (2022): Teachers’ ESD self-efficacy and practices: a longitudinal study on the impact of teacher professional development, Environmental Education Research, https://doi.org/10.1080/13504622.2022.2042206

Olsson, D., Gericke, N., & Boeve-de Pauw, J. (2022). The effectiveness of education for sustainable development revisited – a longitudinal study on secondary students’ action competence for sustainability, Environmental Education Research, DOI: 10.1080/13504622.2022.2033170

van Bommel, J., & Palmér, H. (2021). Enhancing young children’s understanding of a combinatorial task by using a duo of digital and physical artefacts. Early Years, 41(2–3), 218–231. https://doi.org/10.1080/09575146.2018.1501553 

Liljekvist, Y., Randahl, A.-C., van Bommel, J., & Olin-Scheller, C. (2021). Facebook for Professional Development : Pedagogical Content Knowledge in the Centre of Teachers’ Online Communities. Scandinavian Journal of Educational Research, 65(5), 723–735. https://doi.org/10.1080/00313831.2020.1754900 

Liljekvist, Y., van Bommel, J., Olin-Scheller, C., & Randahl, A.-C. (2021). Sharing is Caring : Extending the Professional Learning Community Using Social Media. In Social Media : Influences on Education (pp. x–x). 

Palmér, H., & van Bommel, J. (2021). Teachers participation in practice based research : a methodological retrospect. Nordisk Matematikkdidaktikk, NOMAD, 26(3–4), 113–130. 

Österholm, M., Bergqvist, T., Liljekvist, Y., & van Bommel, J. (2021). The Boost for Mathematics Evaluation Report. https://www.diva-portal.org/smash/get/diva2:1609405/FULLTEXT01.pdf

Ariza MR, Boeve-de Pauw J, Olsson D, Van Petegem P, Parra G, Gericke N. Promoting Environmental Citizenship in Education: The Potential of the Sustainability Consciousness Questionnaire to Measure Impact of Interventions. Sustainability. 2021; 13(20):11420. https://doi.org/10.3390/su132011420

Raaijmakers, H., Mc Ewen, B., Walan, S., & Christenson, N. (2021): Developing museum-school partnerships: art-based exploration of science issues in a third space, International Journal of Science Education, DOI: 10.1080/09500693.2021.1986646

Borg, Andreas (2021). Designing for the incorporation of programming in mathematical education: Programming as an instrument for mathematical problem solving. Licentiatuppsats, Karlstad University Studies, 2021: 23: Karlstad, Sweden.

Brink, Helen (2021). Modeller och modellering med digitala verktyg i högstadiets teknikundervisning. Licentiatuppsats, Karlstad University Studies 2021:20: Karlstad, Sweden.

Nordgren, K., Kristiansson, M., Liljekvist, Y., & Bergh, D. (2021)
Collegial collaboration when planning and preparing lessons: A large-scale study exploring the conditions and infrastructure for teachers’ professional development. Teaching and Teacher Education, (108), 103513. https://doi.org/10.1016/j.tate.2021.103513

Mc Ewen, B. (2021). Construction of a Review About Epigenetics for Biology Teachers and Other Non-experts. Sci & Educ. https://doi.org/10.1007/s11191-021-00278-z 

Solvang, L. & Haglund, J. (2021). Learning with friction—students’ gestures and enactment in relation to a GeoGebra simulation. Research in Science Education. 
https://doi.org/10.1007/s11165-021-10017-7

Solvang, L. & Haglund, J. (2021). How can GeoGebra support physics education in upper-secondary school: a review. Physics Education, 56 055011.
https://iopscience.iop.org/article/10.1088/1361-6552/ac03fb 

Haglund, J., & Henriksson, F. (2021). Introducing infrared cameras in the study of pigs’ physiology and health as cognitive apprenticeship in vocational education. Action Research and Innovation in Science Education, 4(1), 5-11. https://doi.org/10.12973/arise/841527

Michael Tengberg, Jorryt van Bommel, Marie Nilsberth, Michael Walkert & Anna Nissen (2021): The Quality of Instruction in Swedish Lower Secondary Language Arts and Mathematics, Scandinavian Journal of Educational Research,  https://doi.org/10.1080/00313831.2021.1910564 

Kersting, M., Haglund, J. & Steier, R. (2021). A Growing Body of Knowledge. Science & Education.https://doi.org/10.1007/s11191-021-00232-z

Brink, H., Kilbrink, N., & Gericke, N. (2021). Teaching digital models: secondary technology teachers’ experiences. International Journal of Technology and Design Education. https://doi.org/10.1007/s10798-021-09659-5

van Bommel, J., & Palmér, H. (2021). Young students’ views on problem solving versus problem posing. Journal of Childhood, Education & Society, 2(1), 1-13. https://doi.org/10.37291/2717638X.20212165

van Bommel, J. (2021) Formulera problemuppgifter, Skolverket, Stockholm. Länk till publikation

Kilbrink, N., & Asplund, S-B.  (2020). Att lägga en TIG-svets: En learning study baserad på CAVTA. Forskning om undervisning och lärande, vol 8, nr 1, ss. 29-54. (http://forskul.se/wp-content/uploads/2020/06/ForskUL_vol_8_nr_1_s_29-54.pdf)

Asplund, S., Kilbrink, N. (2020). Lessons from the welding booth: theories in practice in vocational education. Empirical Res Voc Ed Train 12(1). doi:  https://doi.org/10.1186/s40461-020-0087-x

Liljekvist, Y., Randahl,  A-C., van Bommel, J. & Olin-Scheller , C. (2020) Facebook for Professional Development: Pedagogical Content Knowledge in the Centre of Teachers’ Online Communities, Scandinavian Journal of Educational Research, https://doi.org/10.1080/00313831.2020.1754900

Mellroth, E. (2020). Teachers’ views on teaching highly able pupils in a heterogeneous mathematics classroom. Scandinavian Journal of Educational Research. DOI: 10.1080/00313831.2020.1716065

Palmér, H., van Bommel, J. (2020) Young students posing problem-solving tasks: What does posing a similar task imply to students? ZDM Vol. 52, nr 4, s. 743-752 https://link.springer.com/article/10.1007/s11858-020-01129-x

van Bommel, J., Randahl, A.-C., Liljekvist, Y. & Ruthven, K. (2020). Tracing teachers’ transformation of knowledge in social media. Teaching and Teacher Education: An International Journal of Research and Studies,87, 1-9, Article ID 102958. https://doi.org/10.1016/j.tate.2019.102958

van Bommel, J., Palmér, H. (2020) Matematikundervisning i förskoleklass. Lund: Studentlitteratur.

Undersökande arbete i en laborativ tradition: Från implicita till explicita syften med praktiskt arbete i grundskolans senare del (Lunde, T., 2020)

Introduktion av värmekameror i undervisningen vid Lillerudsgymnasiet  (Berg, Bergsten, Folestam, Henriksson, Karlsson, Länsberg, Mogren, Westlund & Haglund, 2020)

Embracing Digital Technology in Science Classrooms: Secondary School Teachers’ Enacted Teaching and Reflections on Practice (Walan, S., 2020)

Self-perceived action competence for sustainability: the theoretical grounding and empirical validation of a novel research instrument (Olsson, Gericke, Sass & Boeve de Pauw, 2020)

Guiding Principles of Transformative Education for Sustainable Development in Local School Organisations: Investigating Whole School Approaches through a School Improvement Lens (doktorsavhandling), (Anna Mogren, biologi 2019)

Teaching and Learning Protein Synthesis through Domain-Specific Language in Upper Secondary Education (licentiatuppsat), (Sara Wahlberg, kemi 2019)