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Mutvei, Ann
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Publications (10 of 37) 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
Jää-Aro, K.-M., Josefsson, P., Lundmark, S. & Mutvei Berrez, A. (2019). Professional development for ICT-based teaching. In: : . Paper presented at ESERA conference in Bologna, Italy, August 26-30, 2019.
Open this publication in new window or tab >>Professional development for ICT-based teaching
2019 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

In this workshop we aim to find the current best practices for professional development of educators, what knowledge teachers need and how it is best imparted. The participants share their experiences of what has worked and not in professional development of the pedagogical use of digital technology.

Keywords
Teacher Professional Development, ICT Enhanced Teaching and Learning, Technology in Education and Training
National Category
Learning
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-39480 (URN)
Conference
ESERA conference in Bologna, Italy, August 26-30, 2019
Projects
FICTION
Available from: 2019-11-28 Created: 2019-11-28 Last updated: 2019-11-29Bibliographically approved
Tobieson, U. & Mutvei, A. (2019). Science integrated with aesthetic expression for better understanding of science subject matter. 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. 542-554). Dublin, Ireland: Dublin City University (3)
Open this publication in new window or tab >>Science integrated with aesthetic expression for better understanding of science subject matter
2019 (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 , 2019, no 3, p. 542-554Conference paper, Published paper (Refereed)
Abstract [en]

Teachers have to create a variation of learning situations to increase the understanding for theories andabstract models in science. We have experiences of combining aesthetic expression with science in pre-serviceteacher programme for more than ten years and have seen the benefits of embodying abstract theories withdance, art, music or drama and better understanding of science subject matter. The integration of science andaesthetic forms of expressions have support in the Swedish curriculum both for preschool and the compulsoryschool and it is therefore important to include exercises using aesthetic expression in the teacher educationprogram. The purpose of the workshop was to give examples of how art can be used to study phenomena inscience. The workshop was divided into three parts. In the first part the participants were doing differentexercises embodying concepts in physics and creating relations with each other. In the second part theparticipants in groups constructed a kinetic mobile. In the third part, the participants reflected and discussedtheir experience and understanding of phenomena during the workshop. Examples of assessments of theconstruction process were presented. Here we also present the planning and theoretical background to thework with aesthetic expression of science.

Place, publisher, year, edition, pages
Dublin, Ireland: Dublin City University, 2019
Keywords
aesthetic expression, integrating art with science, learning outcome
National Category
Didactics
Identifiers
urn:nbn:se:sh:diva-39680 (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
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
Josefsson, P., Jää-Aro, K.-M., Lundmark, S. & Mutvei Berrez, A. (2019). The implementation of digital tools in teaching: A qualitative case study at a swedish primary school. In: EDULEARN19 Proceedings: . Paper presented at 11th International Conference on Education and New Learning Technologies, 1-3 July 2019, Palma, Spain (pp. 2382-2387).
Open this publication in new window or tab >>The implementation of digital tools in teaching: A qualitative case study at a swedish primary school
2019 (English)In: EDULEARN19 Proceedings, 2019, p. 2382-2387Conference paper, Published paper (Refereed)
Abstract [en]

Many countries have recently implemented digital competence as an important part of their school curricula. In Sweden, the curriculum states: “Teaching should give students the opportunity to use digital tools in a way which promotes knowledge development” [3], making it mandatory to implement digital tools in teaching and learning. This poses challenges for schools and teachers: schools need to assist with infrastructure and make technology available, teachers need to acquire knowledge on how to use technology for educational purposes. Achieving technology integration to support teaching and learning in the classroom has been argued to be influenced by teachers’ attitudes and pedagogical beliefs [4], therefore the link between teachers’ pedagogical beliefs and their practices must be examined in order to fully understand the integration [1].

This study is part of the Erasmus+ project Functional Information and Communication Technology Instruction On the Net (FICTION) [2] and investigates science teachers’ attitudes towards integration of technology, and how teachers elaborate and implement digital technologies into their teaching practices.

In winter/spring 2019 five teachers from a local primary school took part in three focus group interviews. The first interview defined the current situation, the second generated input on how to challenge each teacher based on their needs. Each teacher was given instructions for a specific technology to try out during teaching. The teachers recorded their experiences on video for the third focus group discussion, which included an evaluation of how they perceived the specific technology to improve their students’ learning. The data so far consist of audio and video recordings from the interviews and the teachers’ experiences of using the proposed technologies in their teaching.

Some preliminary findings are that while schools invest in infrastructure and technology, the opportunities to use the technology often are hindered by administrative issues such as scheduling, lack of time for competence development and no choice on platforms and systems to work with. The link between the teachers’ pedagogical beliefs and their practice is based on these prerequisites, but also on the teachers’ willingness to try out various technological tools. The data show that the teachers’ pedagogical perspectives and work with, e.g., formative teaching, pleasurable learning, and quality assured teaching and feedback, affect the teachers’ willingness to integrate new technologies and tools in their teaching.

References:

[1] Ertmer, P.A. and Ottenbreit-Leftwich, A.T. 2010. Teacher Technology Change. Journal of Research on Technology in Education. 42, 3 (Mar. 2010), 255–284.

[2] FICTION 2018. Functional Information and Communication Technology Instruction On the Net https://fiction.pixel-online.org/

[3] Lärarnas Riksförbund 2016. Digital framtid utan fallgropar: En undersökning om lärares och elevers digitala kompetens. Technical Report #2016–10.

[4] Perrotta, C. 2013. Do school-level factors influence the educational benefits of digital technology? A critical analysis of teachers’ perceptions. British Journal of Educational Technology. 44, 2 (2013), 314–327.

Keywords
primary education, digital teaching, technology integration
National Category
Computer and Information Sciences
Identifiers
urn:nbn:se:sh:diva-39453 (URN)10.21125/edulearn.2019.0643 (DOI)978-84-09-12031-4 (ISBN)
Conference
11th International Conference on Education and New Learning Technologies, 1-3 July 2019, Palma, Spain
Note

ISSN: 2340-1117

Available from: 2019-11-27 Created: 2019-11-27 Last updated: 2019-11-28Bibliographically approved
Tobieson, U. & Mutvei, A. (2018). Aesthetic Expression Enhances and Deepens Teacher Students Understanding of Science Subject Matter. In: New perspectives in science education: 7th edition: Florence, Italy, 22-23 March 2018. Paper presented at New Perspective in Science Education, Florence, March 22-23, 2018.. Libreriauniversitaria.it (7)
Open this publication in new window or tab >>Aesthetic Expression Enhances and Deepens Teacher Students Understanding of Science Subject Matter
2018 (English)In: New perspectives in science education: 7th edition: Florence, Italy, 22-23 March 2018, Libreriauniversitaria.it , 2018, no 7Conference paper, Published paper (Refereed)
Abstract [en]

Courses and modules within undergraduate programs should be developed and implemented in a way that the students experience deepens and contributes growth of knowledge. Therefore, as teachers we must create a variation of different learning possibilities in order to challenge, motivate and enhance the understanding of theories and abstract models in science and their impact on everyday life experience and conditions. Södertörn University has experience of combining aesthetic expression with science in pre-service teacher program for about fifteen years where we have seen the benefits of embodying abstract theories through art for a better understanding of science subject matter. The integration of science and aesthetic forms of expressions is supported by the Swedish curriculum both for preschool and compulsory school. We use an interdisciplinary knowledge based environmental teaching, basing part of the reflection process with a frame in phenomenology and art-based intermodal theory. Intermodal theory coined by professor emeritus Paolo Knill starts with amodal-perception. Perception as “the ability to see, hear, or become aware of something through the senses” while observation is described as “the action or process of closely observing or monitoring something or someone” were observe is to “notice or perceive (something) and register it as being significant” [1]. Thus, observation is a more complex action where it is necessary to interpret the gathering of what has been paid attention to by perceiving without judgment and putting it into a coherent context. Here we present integration of Aesthetic learning process with science subject matter in order to enhance and deepen students understanding. This was performed in a ten-week science course with a total of 54 pre-service preschool teacher students. We worked with and created two- and three-dimensional images and kinetic-aesthetic sculptures parting from phenomenon such as friction and gravity, the phases of Venus and the moon, different materials isolation and conductive qualities etc. Nearly two years after completed science-course the students answered a questionnaire demonstrated several perspectives of understanding.

Place, publisher, year, edition, pages
Libreriauniversitaria.it, 2018
Series
International conference New perspectives in science education, ISSN 2420-9732
Keywords
Aesthetic expression, integrating art with science, learning outcome;
National Category
Didactics
Identifiers
urn:nbn:se:sh:diva-39683 (URN)8862929765 (ISBN)
Conference
New Perspective in Science Education, Florence, March 22-23, 2018.
Available from: 2019-12-31 Created: 2019-12-31 Last updated: 2020-01-02Bibliographically 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
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