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Mattsson, Jan-Eric
Publications (10 of 76) Show all publications
Capelli, L., De Nigra, E., Mattsson, J.-E., Mutvei, A. & Siri, A. (2019). A comparison of the STEM curricula in “Do Well Science” partner countries. In: Massimo Amato & Anna Siri (Ed.), Do Well Science: Manual for Innovative Pedagoy in STEM Contents : An Erasmus+ Project to increase secondary students’ achievements in Science subjects (pp. 50-65). Breslavia: Società Dante Alighieri
Open this publication in new window or tab >>A comparison of the STEM curricula in “Do Well Science” partner countries
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2019 (English)In: Do Well Science: Manual for Innovative Pedagoy in STEM Contents : An Erasmus+ Project to increase secondary students’ achievements in Science subjects / [ed] Massimo Amato & Anna Siri, Breslavia: Società Dante Alighieri , 2019, p. 50-65Chapter in book (Other academic)
Place, publisher, year, edition, pages
Breslavia: Società Dante Alighieri, 2019
National Category
Educational Sciences
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-39779 (URN)978-83-945213-0-1 (ISBN)
Projects
Do Well Science (Erasmus+ Project Number: 2017-1-IT02-KA201-036780)
Funder
EU, European Research Council, 2017-1-IT02-KA201-036780
Available from: 2020-01-10 Created: 2020-01-10 Last updated: 2020-01-10Bibliographically approved
Mutvei, A. & Mattsson, J.-E. (2019). How to Form Creative Learners in Science. In: New Perspectives in Science Education: 8th edition: Florence, Italy, 21-22 March 2019. Paper presented at New Perspectives in Science Education 2019, Florence, March 21-22, 2019. (pp. 98-102). Filodiritto Editore (8)
Open this publication in new window or tab >>How to Form Creative Learners in Science
2019 (English)In: New Perspectives in Science Education: 8th edition: Florence, Italy, 21-22 March 2019, Filodiritto Editore , 2019, no 8, p. 98-102Conference paper, Published paper (Refereed)
Abstract [en]

Creative learning involves meaningful learning, ownership of learning, control of learning processes and innovation when new understanding is realised. In order to produce learning situations where creative learning is achieved, teachers have to create trustful atmospheres where students are allowed to think and discuss without critical evaluation of the teacher. It is also important to create practical exercises in which theoretical models are processed and connected to observations. During many years we have tried to develop courses in science with the goal to promote students to become independent learners and explorers out of their own prerequisites. Different methods and designs of teaching have been investigated and the variation of the student’s creative learning was observed. To continue this development, we here are investigating a chemistry course. Chemistry involves considerable amounts of abstract thinking. Further, as many students had bad experiences from school this was a challenge. 17 preservice teacher students were trained by one teacher to become independent and creative in their own learning of chemistry. The course of 10 full days over three weeks included practical activities mixed with discussions in groups followed by discussion with the teacher in order to connect theory with practical exercises. The students wrote short reflections after each week answering the questions: What do you take with you from your own learning processes and/or in meeting other’s learning processes? What surprised and/or amazed you most? The three reflections where analysed by qualitative methods scoring demonstrations of professional development, process thinking and learning processes. Our results showed that students negative to chemistry changed their opinion and enjoyed thinking of phenomena in everyday life with chemical perspectives. All students expressed the importance of practical exercise and group discussions in their own learning. The reflections contained detailed chemical explanations, concepts used properly and were describing their learning processes. They also used their experiences when they discussed how to design teaching situations. Thus, the design of the course promoted creative thinking and deepened their understanding of chemistry.

Place, publisher, year, edition, pages
Filodiritto Editore, 2019
Series
International conference New perspectives in science education., ISSN 2420-9732
Keywords
Creative learning, preservice teacher students, chemistry education, reflections
National Category
Didactics
Identifiers
urn:nbn:se:sh:diva-39684 (URN)000480421000013 ()978-88-85813-56-4 (ISBN)
Conference
New Perspectives in Science Education 2019, Florence, March 21-22, 2019.
Available from: 2019-12-31 Created: 2019-12-31 Last updated: 2020-01-15Bibliographically approved
Amato, M., De Negri, E., Mattsson, J.-E., Mutvei, A. & Siri, A. (2019). Literature review on STEM education. In: Massimo Amato & Anna Siri (Ed.), Do Well Science: Manual for Innovative Pedagoy in STEM Contents : An Erasmus+ Project to increase secondary students’ achievements in Science subjects (pp. 15-27). Breslavia: Società Dante Alighieri
Open this publication in new window or tab >>Literature review on STEM education
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2019 (English)In: Do Well Science: Manual for Innovative Pedagoy in STEM Contents : An Erasmus+ Project to increase secondary students’ achievements in Science subjects / [ed] Massimo Amato & Anna Siri, Breslavia: Società Dante Alighieri , 2019, p. 15-27Chapter in book (Other academic)
Place, publisher, year, edition, pages
Breslavia: Società Dante Alighieri, 2019
National Category
Educational Sciences
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-39777 (URN)978-83-945213-0-1 (ISBN)
Projects
Do Well Science (Erasmus+ Project Number: 2017-1-IT02-KA201-036780)
Funder
EU, European Research Council, 2017-1-IT02-KA201-036780
Available from: 2020-01-10 Created: 2020-01-10 Last updated: 2020-01-10Bibliographically approved
Amato, M., Capelli, L., Mattsson, J.-E., Mutvei, A. & Siri, A. (2019). National policies on STEM in the “Do Well Science” partner countries. In: Massimo Amato & Anna Siri (Ed.), Do Well Science: Manual for Innovative Pedagoy in STEM Contents : An Erasmus+ Project to increase secondary students’ achievements in Science subjects (pp. 44-49). Breslavia: Società Dante Alighieri
Open this publication in new window or tab >>National policies on STEM in the “Do Well Science” partner countries
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2019 (English)In: Do Well Science: Manual for Innovative Pedagoy in STEM Contents : An Erasmus+ Project to increase secondary students’ achievements in Science subjects / [ed] Massimo Amato & Anna Siri, Breslavia: Società Dante Alighieri , 2019, p. 44-49Chapter in book (Other academic)
Place, publisher, year, edition, pages
Breslavia: Società Dante Alighieri, 2019
National Category
Educational Sciences
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-39778 (URN)978-83-945213-0-1 (ISBN)
Projects
Do Well Science (Erasmus+ Project Number: 2017-1-IT02-KA201-036780)
Funder
EU, European Research Council, 2017-1-IT02-KA201-036780
Available from: 2020-01-10 Created: 2020-01-10 Last updated: 2020-01-10Bibliographically approved
Amato, M., De Negri, E., Mattsson, J.-E., Mutvei, A. & Siri, A. (2019). Science, Technology, Engineering and Mathematics (STEM) Education in Europe. In: Massimo Amato & Anna Siri (Ed.), Do Well Science: Manual for Innovative Pedagoy in STEM Contents : An Erasmus+ Project to increase secondary students’ achievements in Science subjects (pp. 10-14). Breslavia: Società Dante Alighieri
Open this publication in new window or tab >>Science, Technology, Engineering and Mathematics (STEM) Education in Europe
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2019 (English)In: Do Well Science: Manual for Innovative Pedagoy in STEM Contents : An Erasmus+ Project to increase secondary students’ achievements in Science subjects / [ed] Massimo Amato & Anna Siri, Breslavia: Società Dante Alighieri , 2019, p. 10-14Chapter in book (Other academic)
Place, publisher, year, edition, pages
Breslavia: Società Dante Alighieri, 2019
National Category
Educational Sciences
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-39761 (URN)978-83-945213-0-1 (ISBN)
Projects
Do Well Science (Erasmus+ Project Number: 2017-1-IT02-KA201-036780)
Funder
EU, European Research Council, 2017-1-IT02-KA201-036780
Available from: 2020-01-10 Created: 2020-01-10 Last updated: 2020-01-10Bibliographically approved
Mutvei, A., Lönn, M. & Mattsson, J.-E. (2018). Development of observation skills in science education for enhanced understanding. In: Odilla Finlayson, Eilish McLoughlin, Sibel Erduran & Peter Childs (Ed.), Electronic Proceedings of the ESERA 2017 Conference: Research, Practice and Collaboration in Science Education. Paper presented at ESERA 2017 (European Science Education Research Association), Dublin, August 21-25, 2017. (pp. 2086-2094). Dublin, Ireland: Dublin City University
Open this publication in new window or tab >>Development of observation skills in science education for enhanced understanding
2018 (English)In: Electronic Proceedings of the ESERA 2017 Conference: Research, Practice and Collaboration in Science Education / [ed] Odilla Finlayson, Eilish McLoughlin, Sibel Erduran & Peter Childs, Dublin, Ireland: Dublin City University , 2018, p. 2086-2094Conference paper, Published paper (Refereed)
Abstract [en]

Observation is a skill necessary for the development of knowledge in science and is used,e.g., in studies to notice patterns and connections between abiotic and biotic factors, or inlaboratory experiments where detailed observations are necessary to achieve understanding.Observation does not only include viewing details but also hearing, smelling and tasting toget all available information from the senses. How students perceive the information dependson their previous personal experiences. It is therefore essential for students to practice theability to observe and to understand the contextual importance for learning. Here we presenta study where 55 pre-service preschool teacher students attended a science course for 10weeks with a variety of exercises. Late in the course they visited a Natural History Museum, agreenhouse with plants adapted to Mediterranean climate conditions and an art museum.Evaluation of written reflections after the visits were done by using the quality marker 4R’sof Doll’s (Relations, Recursion, Richness and Rigor) for the Natural History Museum and thegreenhouse and Roland Barthes concepts studium and punctum for the art museum. Ourresults showed that the students described their experiences from the visits in a personal waywith high quality. The variation of activities was important for the students’ ability to observeand to understand how to design pedagogic activities for children in preschool.

Place, publisher, year, edition, pages
Dublin, Ireland: Dublin City University, 2018
Keywords
observation, pedagogic activities in museums, pre-service preschool education
National Category
Didactics
Identifiers
urn:nbn:se:sh:diva-39679 (URN)978-1-873769-84-3 (ISBN)
Conference
ESERA 2017 (European Science Education Research Association), Dublin, August 21-25, 2017.
Available from: 2019-12-31 Created: 2019-12-31 Last updated: 2020-01-02Bibliographically approved
Mutvei, A. & Mattsson, J.-E. (2018). Professional Experience of Teacher Students Enhances their Understanding of Evolutionary Concepts. In: New perspectives in science education: 7th edition: Florence, Italy, 22-23 March 2018. Paper presented at New Perspective in Science Education 2018, Florence, March 22-23, 2018.. Libreriauniversitaria.it
Open this publication in new window or tab >>Professional Experience of Teacher Students Enhances their Understanding of Evolutionary Concepts
2018 (English)In: New perspectives in science education: 7th edition: Florence, Italy, 22-23 March 2018, Libreriauniversitaria.it , 2018Conference paper, Published paper (Refereed)
Abstract [en]

During more than ten years we have been educating preservice preschool teacher students with early childhood education and at least three years of working experience from preschool. The studies give the students possibilities to use and connect their practical knowledge with theoretical studies in order to become preschool teachers. Large parts are self-studies, individually or in groups, using textbooks, films and other web-based material while they are working in preschool and only have lectures and exercises one day each week at the university campus. On the third semester, a 10 weeks course in science and technology is included. During this they write four reflections about exercises, lectures and theories from campus including how they shall use their knowledge at work. Here the fourth reflection about evolutionary theories is analysed. Instead of lectures or exercises about evolution textbooks, educational films and articles from newspapers were included to be used for reflections, and also gave comments on their student peers. These students showed a high level of professional experience but they were not aware of how to use their experience to understand patterns and phenomena in nature. The written reflections were assessed by using the quality markers 4R´s of Doll’s (Relations, Recursion, Richness and Rigor). The assessment was focused on use of evolutionary theories and if they gave comments on their experience working with children. The results show that many students used the theories correctly. Many also related to important issues that should be brought up in preschool. In general, the students used their previous experiences in order to construct their own, reasonable, views of the theory of evolution.

Place, publisher, year, edition, pages
Libreriauniversitaria.it, 2018
Series
International conference New perspectives in science education, ISSN 2420-9732
Keywords
pre-school teachers, self-education, theory of evolution
National Category
Didactics
Identifiers
urn:nbn:se:sh:diva-39682 (URN)
Conference
New Perspective in Science Education 2018, Florence, March 22-23, 2018.
Available from: 2019-12-31 Created: 2019-12-31 Last updated: 2020-01-02Bibliographically approved
Mattsson, J.-E. & Mutvei, A. (2018). Surrealistic Perspectives Useful in Science Education.. In: New perspectives in science education: 7th edition: Florence, Italy, 22-23 March, 2018. Paper presented at New perspectives in science education 2018, Florence, March 22-23, 2018. Libreriauniversitaria.it
Open this publication in new window or tab >>Surrealistic Perspectives Useful in Science Education.
2018 (English)In: New perspectives in science education: 7th edition: Florence, Italy, 22-23 March, 2018, Libreriauniversitaria.it , 2018Conference paper, Published paper (Refereed)
Abstract [en]

This paper was induced by the observation of how children, about 6 years old, at the Magritte Museum in Brussels were introduced to the idea that the depiction of an object always differ from the object itself. They looked at a painting and discussed how facial expressions in general only partly reveal the character of a person. It clearly demonstrated how the children understood that no matter how naturalistically we depict an object, we never do catch the item itself. The picture helped them with assistance of a supervisor to create this view.Many students are trained in trying to understand what the teacher wants to hear rather than to understand the principles of the theories taught. In science, and most other subjects in school, this results in a knowledge concept based on the quality in the reproduction of texts, formulas, or drawings and the use of important words for concepts in relation to the original presentations. Instead, teaching should result in useful skills based on the understanding of the theories taught.Methods used in presentations of art work at galleries and museums could also be used when science is taught and learned at science museums and in the classrooms. The discrepancy between the representation and reality open up new fields of interpretations which can be used by the teacher to create curiosity. Whatever is demonstrated for students they should be induced to discuss how this should be interpreted and to construct the reality behind instead of trying to remember the representation itself.As the creation of understanding appears in the mind of the student the teacher has to create situations stimulating the wish to understand the reality behind the object instead of the wish to reproduce the mind of the teacher. Here we give some examples of how this method could be used in science education but also how it can be used when assessing the results of teaching.

Place, publisher, year, edition, pages
Libreriauniversitaria.it, 2018
Keywords
teaching, curiosity, art, phenomenology
National Category
Didactics
Identifiers
urn:nbn:se:sh:diva-39681 (URN)8862929765 (ISBN)
Conference
New perspectives in science education 2018, Florence, March 22-23, 2018
Available from: 2019-12-31 Created: 2019-12-31 Last updated: 2020-01-02Bibliographically approved
Mattsson, J.-E., Lönn, M. & Mutvei, A. (2017). Art studies as tools for understanding observations in science. In: Conference proceedings New perspectives in science education: 6th Conference Edition: Florence, Italy: 16-17 March 2017. Paper presented at 6th New perspectives in science education, Florence, March 16-17, 2017. (pp. 513-516). Limena: Libreriauniversitaria.it
Open this publication in new window or tab >>Art studies as tools for understanding observations in science
2017 (English)In: Conference proceedings New perspectives in science education: 6th Conference Edition: Florence, Italy: 16-17 March 2017, Limena: Libreriauniversitaria.it , 2017, p. 513-516Conference paper, Published paper (Refereed)
Abstract [en]

Observations are fundamental in science as they has to include cognitive activities based on the perceived sensations. These activities have to be transformed to written or spoken language. In order to practice and visualize these processes we present a method based on Roland Barthes concepts studium and punctum. About 60 students aiming at becoming primary school teachers (years 4–6) were followed during a period of the first two years of their education. The results on all course examinations during these years (n=17) were compared to the quality of two reflective texts. One from the end of the first year on the impression of art works by David Hockney or Bill Viola, another of experiences from field sites used at the beginning of their studies. They wrote reflections on their experiences including observations and their personal and professional development during their teacher training. The texts where analysed by using the 4 R’s of Doll’s. Results of VARK tests assessing the learning style of the students from the beginning of their education were used. The choice of science courses can be shown to be correlated to different factors depending of the selection of these but there was no general pattern behind the choice of science. Training of observation in different contexts and reflections on these in relation to personal development seem to promote better professional understanding.

Place, publisher, year, edition, pages
Limena: Libreriauniversitaria.it, 2017
Keywords
art studies, observation, studium and punctum, primary school teacher students
National Category
Natural Sciences Educational Sciences
Research subject
Other research area
Identifiers
urn:nbn:se:sh:diva-33914 (URN)978-88-6292-847-2 (ISBN)
Conference
6th New perspectives in science education, Florence, March 16-17, 2017.
Available from: 2017-12-16 Created: 2017-12-16 Last updated: 2017-12-18Bibliographically approved
Mutvei, A., Lönn, M. & Mattsson, J.-E. (2017). Digestion as an example of integrated teaching of chemistry and biology. Paper presented at XVII IOSTE SYMPOSIUM Science and Technology Education, Braga, July 11-16, 2016.. Conexão Ciencia, 12(2), 89-95
Open this publication in new window or tab >>Digestion as an example of integrated teaching of chemistry and biology
2017 (English)In: Conexão Ciencia, ISSN 1980-7058, Vol. 12, no 2, p. 89-95Article in journal (Refereed) Published
Abstract [en]

Most people are uncertain about how nutrients enter and are distributed in the body. They may be capable of naming the different parts of the digestive system on a torso but have vague ideas of the relation between these organs and the chemical processes they govern. Reasons for this are poor understanding of gas exchange, the role of the circulatory system, and that most processes are intracellular. In order to create a more holistic view of the biology and chemistry of digestion these subjects may be taught simultaneously and integrated. Here practical exercises and lectures about digestion and nutrients for pre-service primary school teachers are presented. The practical work included food preparation in order to investigate the change of the properties of the macromolecules of nutrients. A simple drawing of a body was used in order to visualize the routes of nutrients and the role of gas exchange in digestion. An evolutionary perspective on digestion was used in order to explain the ancient origin of most chemical processes in the digestive system and in the whole body. The material produced by the students at their final examinations was used for assessing their use and understanding of concepts, the quality based on Doll’s 4R’s and the degree of holistic understanding of the digestive system. The findings show that the pedagogic design used gives a general picture of digestion and energy transfer usable for teaching in primary school.

Place, publisher, year, edition, pages
Formiga/MG, open access, 2017
Keywords
Nutrition; digestion system; evolution teacher training; concepts biology education, chemistry education
National Category
Natural Sciences Educational Sciences
Research subject
Other research area
Identifiers
urn:nbn:se:sh:diva-33917 (URN)
Conference
XVII IOSTE SYMPOSIUM Science and Technology Education, Braga, July 11-16, 2016.
Available from: 2017-12-17 Created: 2017-12-17 Last updated: 2017-12-18Bibliographically approved
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