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Dive into the research topics where Monica Axelsson is active.

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Featured researches published by Monica Axelsson.


Education inquiry | 2012

'Beating about the bush' on the how and why in elementary school science

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

Measuring time. Multilingual elementary school students’ meaning-making in physics

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

Building a Web in Science Instruction: Using Multiple Resources in a Swedish Multilingual Middle School Class.

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

Welcome to Sweden...: Newly Arrived Students' Experiences of Pedagogical and Social Provision in Introductory and Regular Classes.

Jenny Nilsson; Monica Axelsson


Archive | 2012

Multimodality in the science classroom

Kristina Danielsson; Monica Axelsson


Nordand: nordisk tidsskrift for andrespråksforskning | 2010

Yngre andraspråkselevers meningsskapande i naturvetenskap genom tre analysverktyg

Monica Axelsson; Britt Jakobson


NFSUN Nordic Research Symposium on Science Education 2017, Trondheim, Norway, 6-9 June 2017 | 2017

Elaboration and negotiation of new content : The use of meaning making resources in multilingual science classrooms

Monica Axelsson; Kristina Danielsson; Britt Jakobson; Jenny Uddling


Symposium: Language in Science Education, 1-2 June 2015, Stockholm University, Sweden | 2015

Torch - working with a sundial in the classroom

Monica Axelsson; Kristina Danielsson; Britt Jakobson; Jenny Uddling


NoFa5, the 5th Nordic Conference on subject education, 27 maj 2015 → 28 maj 2015, Helsinki | 2015

What is time? Multilingual students’ meaning-making in school physics

Monica Axelsson; Kristina Danielsson; Britt Jakobson; Jenny Uddling


Archive | 2014

Språk och ämne i samspel

Monica Axelsson; Britt Jakobson

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