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  • 1.
    Gunnarsson, Robert
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF).
    Hellquist, Björn
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF).
    Strömdahl, Helge
    Zelic, Dusan
    Jönköping University, School of Education and Communication.
    Secondary school science teachers’ arguments for the particulate nature of matter2018In: Journal of Research in Science Teaching, ISSN 0022-4308, E-ISSN 1098-2736, Vol. 55, no 4, p. 503-525Article in journal (Refereed)
    Abstract [en]

    How do secondary school science teachers justify the model of a particulate nature of matter, and how do the arguments they use relate to historical arguments? To find out, we individually interviewed 11 in-service secondary school science teachers (certified to teach chemistry and/or physics in secondary school, and with 2–30 years of teaching experience) regarding their arguments for the particulate nature of matter and experiments that could demonstrate the existence of particles. The collected data were qualitatively analyzed. Three qualitatively different categories of arguments could be constructed from data: philosophical argumentsindirect experimental arguments, and direct experimental arguments. The indirect experimental arguments, which is the largest category, could be further divided into qualitatively different subcategories: non-specific research and experiments, and chemical, physical and subatomic experiments. Even though several experiments and arguments were suggested by the informants in our study, the arguments regarding the validity of the experiments were quite uncertain and vague. The experiments and arguments were used to corroborate the particulate nature of matter and taken for granted in advance rather than used to justify a model with particles. The outcome was discussed in relation to scientific arguments and experiments and in view of results from previous science education research. Based on our data, teacher education and in-service teacher training, as well as teacher guides, were suggested to be more elaborate regarding contemporary knowledge, with direct experimental evidence for the particulate nature of matter being presented. 

  • 2.
    Hellquist, Björn
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    En kemists synpunkter på matlagning och födointag1996In: Vad är kunskap, kvalitet och kompetens?: rapport från Pedagogiskt forum i Jönköping 4-5 maj 1995, Jönköping: Högsk. för lärarutbildning & kommunikation (HLK) , 1996, p. 153-165Conference paper (Other academic)
  • 3.
    Hellquist, Björn
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Geometrins ställning i den svenska skolan2000In: Den reflekterande medborgaren / [ed] Hans Albin Larsson, Jönköping: Jönköping University Press , 2000, p. 217-230Chapter in book (Other (popular science, discussion, etc.))
  • 4.
    Hellquist, Björn
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Ligand Substitution and Solvent: Exchange Reactions of Palladium(II) and Platinum(II) Acetonitrile and Dimethyl Sulfoxide Complexes. A High-Pressure Stopped-Flow and NMR Study1988Doctoral thesis, monograph (Other scientific)
  • 5.
    Hellquist, Björn
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Bengtsson, L
    Holmberg, B
    Hedman, B
    Persson, I
    Elding, L.I
    Structures of Solvated Cations of Palladium(II) and Platinum(II) in Dimethyl Sulfoxide, Acetonitrile and Aqueous Solution Studied by EXAFS and LAXS1991In: Acta Chemica Scandinavica, ISSN 0904-213X, E-ISSN 1902-3103, Vol. 45, p. 449-456Article in journal (Refereed)
  • 6.
    Hellquist, Björn
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Ducommun, Y
    Merbach, A.E
    Elding, L.I
    Kinetics and Thermodynamics for Complex Formation between Palladium(II) and Dimethyl Sulfoxide as a Function of Temperature and Pressure1987In: Inorganic Chemistry, ISSN 0020-1669, E-ISSN 1520-510X, Vol. 26, no 11, p. 1759-1767Article in journal (Refereed)
  • 7.
    Hellquist, Björn
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Elding, L.I
    Ducommun, Y
    Mechanism for Formation and Aquation of Palladium(II) Acetonitrile Complexes in Aqueous Solution: Variable-Temperature and Variable-Pressure Study of Stabilities and Kinetics1988In: Inorganic Chemistry, ISSN 0020-1669, E-ISSN 1520-510X, Vol. 27, no 20, p. 3620-3627Article in journal (Refereed)
  • 8.
    Hellquist, Björn
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Elding, L.I
    Ducommun, Y
    Helm, L
    Merbach, A.E
    H-NMR Kinetic Study of Dimethylsulfoxide on Tetrakis-(Dimethyl Sulfoxide)-Platinum(II) at Variable Temperature and Pressure1989In: Inorganic Chemistry, ISSN 0020-1669, E-ISSN 1520-510X, Vol. 28, no 2, p. 377-386Article in journal (Refereed)
  • 9.
    Hellquist, Björn
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Elding, L.I
    Merbach, A.E
    Ducommun, Y
    Helm, L
    van Eldik, R
    Solvent Exchange and Complex Formation Reactions of Pd(II) in Aqueous Solution: Mechanistic Information from High Pressure Studies1990In: High Pressure Research, ISSN 0895-7959, E-ISSN 1477-2299, Vol. 5, no 1-6, p. 672-674Article in journal (Refereed)
  • 10.
    Hellquist, Björn
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Hohmann, H
    van Eldik, R
    Kinetic Study of the Interaction of Aquated Palladium(II) Complexes with Purine 5´-Nucleotide Monophosphates and 5´-Ribose Monophosphate in Aqueous Solution: Effect of Steric Hindrance and Phosphate-induced Reactivity1992In: Inorganic Chemistry, ISSN 0020-1669, E-ISSN 1520-510X, Vol. 31, no 6, p. 1090-1097Article in journal (Refereed)
  • 11.
    Hellquist, Björn
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Hohmann, H
    van Eldik, R
    Kinetics and Mechanism of the Complex Formation Reactions of Diaqua(ethylenediamine)- and Diaqua(tetraethylenediamine)-palladium(II) with the Purine Nucleotides Adenosine and Inosine1992In: Inorganic Chemistry, ISSN 0020-1669, E-ISSN 1520-510X, Vol. 31, no 3, p. 345-351Article in journal (Refereed)
  • 12. Hohmann, H
    et al.
    Hellquist, Björn
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    van Eldik, R
    Effect of Steric Hindrance on kinetic and equilibrium data for substitution reactions of diaqua(N-substituted (ethylenediamine)- palladium(II) with chloride in aqueous solution1991In: Inorganica Chimica Acta, ISSN 0020-1693, E-ISSN 1873-3255, Vol. 25, no 188, p. 25-32Article in journal (Refereed)
  • 13.
    Runesson Kempe, Ulla
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Mathematics Education Research. University of Witwatersrand, Johannesburg, South Africa.
    Lövström, A.
    Jönköping University, School of Education and Communication.
    Hellquist, Björn
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Beyond the borders of the local: How “instructional products” from learning study can be shared and enhance student learning2018In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 7, no 2, p. 111-123Article in journal (Refereed)
    Abstract [en]

    Purpose: The purpose of this paper is to present how experiences gained from a theory-informed lesson study – learning study (LrS) – in regard to a specific learning goal can be shared and used by other teachers in new contexts.

    Design/methodology/approach: A group of teachers worked together in a cyclic, iterative process of planning, evaluating and revising teaching. The aim was to provide possibilities for grade 2 and 3 students to become familiar with negative numbers. The teacher group came to the conclusion that the students needed to be able to differentiate some aspects of negative numbers. The conjecture was put to the test in a follow-up study (FS) with five new teachers and eight classes. One lesson was taught based on the empirical findings in the LrS.

    Findings: The results suggest that teachers’ collaborative work has possibilities to produce knowledge about critical aspects of learning that can be communicated and adopted in new contexts. The teachers in the FS were able to make sense of the results from LrS and incorporate the critical aspects in their teaching in a way that enhanced students’ learning.

    Originality/value: It is demonstrated that teacher collaboration in LrS can create knowledge that goes beyond the border of the local context. 

1 - 13 of 13
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