Mikael Winberg
Umeå University
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Featured researches published by Mikael Winberg.
International Journal of Science Education | 2011
Malin Ideland; Claes Malmberg; Mikael Winberg
Socio‐scientific issues (SSI) are not only said to increase students’ interest in science, but they also strengthen the generic skills of teamwork, problem‐solving, and media literacy. At the same time, these skills are prerequisites for successful work with SSI. The aim of the study is to analyze what happens when SSI are implemented in science classrooms with various degrees of ethnic diversity and socio‐cultural status. We are also interested in knowing how teachers structure the SSI work from discourses on what suits different students. Quantitative and qualitative methods are combined, for example, questionnaires and ethnographic fieldwork, presented through partial least squares analysis and thick descriptions. We can notice discursive differences between ‘Us’ and ‘The Other’ and between mono‐ and multiethnic schools. In an earlier research, images of differences between the different student groups emerged, and we can find these in the results from the questionnaires. In an observation study, another pattern appeared that indicated similarities rather than differences between mono‐ and multiethnic classrooms. The students are first of all inside the discourse of ‘the successful student.’ Noteworthy is that the teachers’ roles correspond better with the discourse than with how students actually act. The study also shows that SSI articulate a collision between different discourses on education: a discourse on differences between students in multi‐ and monoethnic classrooms; a discourse on how to become a successful student; and a discourse on the school’s mission to educate participating citizens. It is suggested that schools should relate to, expose, and articulate discursive clashes that emerge when introducing new work forms.
Education inquiry | 2017
Farhana Borg; Mikael Winberg; Monika Vinterek
Although parents and preschool play important roles in developing children’s behavior and attitudes, little is known about their influences on children’ s learning of environmental, social and econ ...
Scandinavian Journal of Educational Research | 2017
Maria Lindfors; Mikael Winberg; Madelen Bodin
ABSTRACT Research on how epistemic beliefs influence students’ learning in different contexts is ambiguous. Given this, we have examined the relationships between students’ scientific epistemic beliefs, their problem solving, and solutions in a constructionist computer-simulation in classical mechanics. The problem-solving process and performance of 19 tenth-grade students, with different scientific epistemic beliefs, were video recorded and inductively coded. Quantitative analysis revealed that different sets of epistemic beliefs were conducive to different aspects of students’ problem-solving process and outcomes. Theoretically sophisticated beliefs were in general associated with logical strategies and high solution complexity. However, authority dependence was associated with high degree of adherence to instructions. Hence, there might not be a universal relationship between the theoretical sophistication of students’ epistemic beliefs and quality of learning outcomes. We suggest that the conduciveness to desired outcomes is a better measure of sophistication than theoretical non-contextualized a priori assumptions.
Physical Review Special Topics-physics Education Research | 2012
Madelen Bodin; Mikael Winberg
US-China education review | 2011
Britt Lindahl; Maria Rosberg; Margareta Ekborg; Malin Ideland; Claes Malmberg; Agneta Rehn; Christina Ottander; Eva Silfver; Mikael Winberg
Eighth Congress of European Research in Mathematics Education (CERME 8), Antalya 2013 | 2013
Erika Stadler; Samuel Bengmark; Hans Thunberg; Mikael Winberg
The Eighth Mathematics Education Research Seminar, Umeå January 24-25, 2012 | 2012
Erika Stadler; Samuel Bengmark; Hans Thunberg; Mikael Winberg
Archive | 2006
Mikael Winberg
MADIF-8, the eight Swedish Mathematics Education Research Seminar, January 24-25 2012, Umeå | 2012
Erika Stadler; Samuel Bengmark; Hans Thunberg; Mikael Winberg
National Association of Research in Science Teaching | 2009
Britt Lindahl; Margareta Ekborg; Mikael Winberg; Christina Ottander; Maria Rosberg; Eva Nyström; Malin Ideland; Claes Malmberg; Agneta Rehn