Monica Axelsson
Stockholm University
Network
Latest external collaboration on country level. Dive into details by clicking on the dots.
Publication
Featured researches published by Monica Axelsson.
Education inquiry | 2012
Britt Jakobson; Monica Axelsson
In this article we examine teacher instruction on scientific literacy tasks and teacher expression of ultimate and subordinate purposes during one teaching sequence of a science unit. By using a Practical Epistemology Analysis and Systemic Functional Grammar we can provide a view of the direction learning takes and the consequences for student text production. The material comprises transcribed audio recordings of teacher instruction, students’ pair work and written texts. The results show that the students are mainly involved in hands-on activities while aspects of scientific literacy are not foregrounded. Language use is dominantly spoken and, when written text is requested, no explicit instruction on how to write is given, resulting in a variety of texts from ‘more-spoken-like’ to ‘more-written-like’ without adhering to scientific genre. Ultimate purposes are never expressed while subordinate purposes are to some extent made explicit, but obscured by the dominant focus on ‘doing’, resulting in uncertainty about why the activity is requested. As a result, the learning direction is not always in accordance with teacher intention.
Archive | 2018
Britt Jakobson; Kristina Danielsson; Monica Axelsson; Jenny Uddling
This chapter presents results from a study aiming at investigating multimodal classroom interaction and its contribution to multilingual students’ meaning-making. The focus is on how science conten ...
Language and Education | 2017
Britt Jakobson; Monica Axelsson
ABSTRACT This study, on the unit measuring time, examines classroom use of different resources and their affordances for students’ meaning-making. The data, comprising audio and video recordings, fieldnotes, photographs and student texts, were collected during a lesson in a multilingual Swedish grade 5 classroom (students aged 11–12). In order to analyse the connections between the different resources, such as talking, modelling, using bodily action and practical equipment, reading and writing, and their affordances for meaning-making, we use pedagogical link-making, Deweys principle of continuity and Halliday´s Systemic Functional Linguistics. Findings show that in using these multiple resources, the teacher builds a web by linking various modes of representation, affording the multilingual students several opportunities for making meaning of the science content. Talk holds the prominent position and is linked to the other mediating resources, which in turn are linked to each other in all possible constellations. Science content is hereby mediated and reinforced through the web of multiple resources.
International Electronic Journal of Elementary Education | 2013
Jenny Nilsson; Monica Axelsson
Archive | 2012
Kristina Danielsson; Monica Axelsson
Nordand: nordisk tidsskrift for andrespråksforskning | 2010
Monica Axelsson; Britt Jakobson
NFSUN Nordic Research Symposium on Science Education 2017, Trondheim, Norway, 6-9 June 2017 | 2017
Monica Axelsson; Kristina Danielsson; Britt Jakobson; Jenny Uddling
Symposium: Language in Science Education, 1-2 June 2015, Stockholm University, Sweden | 2015
Monica Axelsson; Kristina Danielsson; Britt Jakobson; Jenny Uddling
NoFa5, the 5th Nordic Conference on subject education, 27 maj 2015 → 28 maj 2015, Helsinki | 2015
Monica Axelsson; Kristina Danielsson; Britt Jakobson; Jenny Uddling
Archive | 2014
Monica Axelsson; Britt Jakobson