NOFA 9 – Parallel sessions
Tuesday 9.5, 13:00-14:30 – Parallel sessions 1
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1A. Curriculum analysis(9.5, 13:00-14.30, room D406)Chair: Charlotta Hilli, Åbo Akademi University, Finland |
| Entrepreneurship Education Curriculum Development in Higher Education
Huda Hashim Al Kindy, Åbo Akademi University, Finland |
| Personal interest in reading – the individuality and conditionality of reading in Mother tongue and literature curriculum
Leea Lakka & Penni Pietilä, University of Helsinki, Finland |
| Revisiting a Didaktik model for cross-curricular teaching with a focus on teacher collaboration
Charlotta Hilli & Nina Mård, Åbo Akademi University, Finland
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1B. Literacy education – intercultural competence(9.5, 13:00-14.30, room D505)Chair: Markus Al-Afifi Norberg, Uppsala University, Sweden |
| But does it work in practice? A review of effective educational procedures to increase students’ intercultural competence through classroom teaching and learning
Markus Al-Afifi Norberg, Uppsala University, Sweden |
| A new approach to intercultural communicative competence in second language classrooms
Susana S. Fernández, Aarhus University, Denmark |
| The study of literature in Spanish as a Foreign Language (SFL): New students’ experiences and expectations.
Inger Olsbu, University of Agder, Norway
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1C. L1 education – difficulties & existential matters(9.5, 13:00-14.30, room D302)Chair: Heidi Höglund, Åbo Akademi University, Finland |
| Staying with the trouble: Students engaging with existential matters in literary education
Katrina Åkerholm & Heidi Höglund, Åbo Akademi University, Finland |
| Difficult and controversial knowledge – Representation of atrocity in history classes 7th to 9th grade in Danish public schools
Hildegunn Juulsgaard Johannesen, University College South Denmark |
| Facts vs. “Flum”. Conceptions of Humanistic Knowledge in the Debates on Swedish Schools
Gustav Borsgård, Dalarna University, Sweden
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1D. Digital education(9.5, 13:00-14.30, room E610)Chair: Seija Kairavuori, University of Helsinki, Finland |
| Digital Relational Competence for Higher Education Teachers
Johanna Björkell, Åbo Akademi University, Finland |
| OMA Ateneum – participatory art education and multidisciplinary teaching and learning in collaboration with art museum and primary schools
Seija Kairavuori & Hanna Niinistö, University of Helsinki, Finland |
| Intercultural and Interdisciplinary learning for a life in a global world. The EXCALIBUR project – Handling sustainability challenges in virtual worlds
Laura Pihkala-Posti, Tampere Universty, Finland
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1E. Textbooks in subject education(9.5, 13:00-14.30, room D405)Chair: Pia Cederholm, Uppsala University, Sweden |
| Textbooks supporting L2 upper secondary academic writing
Pia Cederholm, Uppsala University, Sweden |
| Digital Textbooks support for academic reading and disciplinary literacy
Jens Jørgen Hansen, Syddansk Universitet, Denmark
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1F. Citizenship in subject education(9.5, 13:00-14.30, room D404)Chair: Yvonne Albrigtsen, Norwegian University of Science & Technology, NTNU, Norway |
| “Menneske uten land”– an interdisciplinary project about refugees between the school subjects social studies and Norwegian
Yvonne Albrigtsen, Christian Engen Skotnes & Vibeke Gilje Sanne, Norwegian University of Science & Technology, NTNU, Norway |
| Learning about democratic rights and fact-checking in grade 6: An exploratory design study
Thomas Nygren, Uppsala University, Sweden |
| Global citizenship and the representations of “the others” in Norwegian textbooks in social science
Åshild Samnøy, NLA University College, Norway
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1G. Literacy education(9.5, 13:00-14.30, room C215)Chair: Ane Qvortrup, University of Southern Denmark |
| Student Exam Papers from 1968. Shaping the Course of a Subject
Anders Kruse Ljungdalh & Ane Qvortrup, University of Southern Denmark |
| Emergent Disciplinary Literacy. A Cross-Curricular Concept for Language Based Disciplinary Teaching in Early School Years
Oscar Björk, Uppsala University, Sweden
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1H. Symposium: Cross-Curricular Teaching – a Finnish perspective(9.5, 13:00-14.30, room C201)Chair: Tom Gullberg, Åbo Akademi University NOTE! Presentations in Swedish and English! |
| Cross-Curricular teaching in the curricula of Swedish-speaking upper secondary schools in Finland
Tom Gullberg, Åbo Akademi University, Finland |
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Sustainable Development – An interdisciplinary study programme at upper secondary school Gymnasiet i Petalax Regina Öhman, Anton Lindholm, Slava Myronov, Petalax Upper Secondary School, Finland |
| Finland Swedish teachers´ insights from a development project focused on cross-curricular teaching
Ann-Sofi Röj-Lindberg, Åbo Akademi University, Finland |
| Religion meets geography in language-aware democracy education: reporting ongoing action research in grades 7-9
Erika Ekholm & Nina Juganson, Björneborgs svenska samskola, Finland |
1I. Symposium: Sustainable World Heritage Learning through a Phenomenon-based Approach(9.5, 13:00-14.30, room D402)Chair: Lili-Ann Wolff, University of Helsinki, Finland |
| Phenomenon-based learning from a theoretical view
Lili-Ann Wolff & Birgit Schaffar, University of Helsinki, Finland |
| The role of emotions on sustainability matters in teacher education
Emma Heikkilä, University of Helsinki, Finland |
| Epistemic matters in collaborative video storytelling for social sustainability
Marianna Vivitsou, University of Helsinki, Finland
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1J. Symposium: Nordidactica -session(9.5, 13:00-14:30, room D508)Chair: Anuleena Kimanen, University of Turku and the editorial board of Nordidactica Kristina Ledman, Umeå University, Kenneth Nordgren, Karlstad University & Johan Samuelsson, Karlstad University
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Tuesday 9.5, 15:00-17:00 – Parallel sessions 2
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2A. Religious education(9.5, 15:00-17:00, room C215)Chair: Mårten Björkgren, Åbo Akademi University, Finland |
| Religious education and civic engagement: discovering the role of religion in Finnish ethnic minority youths’ agency
Samaneh Khalili, Anuleena Kimanen, Aleksi Seger & Jenni Alisaari, University of Turku, Finland |
| What constitutes powerful knowledge in religious education?
Torsten Löfstedt, Linnaeus University, Sweden |
| Discourses in Swedish students’ understanding of religion and religiosity and its meaning for individual and society
Anna Franzén Johnson, University of Gothenburg, Sweden
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2B. Language & multilingualism(9.5, 15:00-17:00, room D405)Chair: Siv Björklund, Åbo Akademi University, Finland |
| The content of foreign language instruction: A replication of Tornberg (2000)
Angela Marx Åberg, Linnaeus university, Sweden |
| Use, Agency, and Identification: Discourses on Multilingualism among Students in Language Immersion and European School
Marie Rydenvald, University of Gothenburg, Sweden
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2C. History & social science education(9.5, 15:00-17:00, room E610)Chair: Jan Löfström, University of Turku, Finland |
| On congruence between what students see as generally important and personally interesting in learning history: results from a pilot study
Jan Löfström, University of Turku, Finland |
| Designing an Assessment Tool for Historical Literacy for Teacher Students in Basic Education
Ainur Elmgren, University of Oulu, Finland |
| The teaching of historical thinking and reasoning in Icelandic upper secondary schools
Súsanna Margrét Gestsdóttir, University of Iceland |
| Upper secondary vocational students’ meaning making stories in relation to teachers’ narratives in social science education
Maria Deldén & Gull Törnegren, Dalarna University, Sweden
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2D. Technology education(9.5, 15:00-17:00, room D404)Chair: Satu Grönman, University of Turku, Finland |
| Aesthetic experience in technology education – the role of aesthetics for learning and meaning-making in robotic programming in lower secondary school
Per Anderhag, Maria Andrée & Sebastian Björnhammer, Stockholm University, Sweden |
| Open-ended learning process in preschoolers’ craft, design and technology education – How to support various learners?
Satu Grönman, Eila Lindfors, Marja-Leena Rönkkö & Inkeri Ruokonen, University of Turku, Finland |
| Constructing technological knowledge together – Elementary school students tutoring coding and robotics to young learners
Arttu Korkeaniemi, University of Turku, Finland |
2E. L1 & L2 education(9.5, 15:00-17:00, room D406)Chair: Marina Bendtsen, Åbo Akademi University, Finland |
| Language teaching in Finland-Swedish schools – from the teachers’ perspectives
Marina Bendtsen, Liselott Forsman & Sandra Bäck, Åbo Akademi University, Finland |
| Bildung and subject teaching – Case: L2 Swedish in general upper secondary schools
Olli-Pekka Salo, University of Jyväskylä, Finland |
2F. Geography education(9.5, 15:00-17:00, room D505)Chair: Petteri Muukkonen |
| Geography teachers’ views on geomedia and geomedia education
Petteri Muukkonen, Laura Hynynen, Virpi Hirvensalo & Panu Lammi, University of Helsinki, Finland |
| Meaningful thinking skills and knowledge dimensions in Finnish basic education geography in grades 3–9
Eerika Virranmäki & Anne Pellikka, University of Oulu, Finland |
| Sensitive topics and language challenges in culturally diverse geography classrooms – Teachers’ experiences about possibilities and challenges
Petteri Muukkonen, University of Helsinki, Finland
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2G. Education for sustainability(9.5, 15:00-17:00, room D508)Chair: Torben Spanget Christensen, University of Southern Denmark |
| The beautiful risk of ESD in traditional subject-oriented teaching
Annika Manni & Eva Knekta, Umeå University, Sweden |
| Achieving sustainability in an unpredictable global world?
Birte Reichstein, Umeå University, Sweden |
| Sustainability – Student voices – Insights from a current Danish vocational upper secondary school project: Global Goals as Subject Goals
Torben Spanget Christensen, Jonas Teglbjærg & Ane Qvortrup, University of Southern Denmark
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2H. Physics & chemistry education(9.5, 15:00-17:00, room D402)Chair: Jasmin Kilpeläinen, University of Jyväskylä, Finland |
| ”Aha” and ”Hmm” moments in learning about electric circuits in pre-service physics teacher education
Terhi Mäntylä, Anna-Leena Kähkönen & Kati Järvinen, University of Jyväskylä, Finland |
| Influence of the task on discussion promoting cooperative learning of physics in a smart learning environment
Jasmin Kilpeläinen, University of Jyväskylä, Finland |
| Analysing physics argumentation in the university level science education
Karoliina Vuola & Maija Nousiainen, University of Helsinki, Finland |
| Traces of Bildung in upper-secondary science education: A Critical investigation of chemistry teachers’ orientation towards promoting Bildung in chemistry education.
Paul Clucas & Jesper Sjöström, Malmö University, Sweden |
2I. Symposium: Post-approaches to education and teacher education(9.5, 15:00-17:00, room D302)Chair: Charlotta Hilli & Sofia Jusslin, Åbo Akademi University, Finland Discussant: Annika Pastuhov, Åbo Akademi University |
| Early language learning through dance-based activities: How sounds and movement matter for children’s languaging
Kaisa Korpinen, University of Turku, Finland |
| Aesthetic Capture: Moving and sounding assemblages of wind, soap bubbles, children, a research camera and a forest
Jenny Renlund & Jenny Byman, University of Helsinki, Finland |
| A Rhizomatic Re-thinking of the Collaborative Writing Process: Thinking Brainstorming as Otherwise
Mindy Svenlin & Sofia Jusslin, Åbo Akademi University, Finland |
| Reading reflections diffractively – becoming teachers
Alexandra Nordström, Jenny Byman, Jenny Renlund, University of Helsinki, Finland |
2J. Symposium: Movement integration – mixing theoretical and practical perspectives from elementary school to teacher education(9.5, 15:00-17:00, room D609)Chair: Joni Kuokkanen, Åbo Akademi University, Finland Discussants: Jan-Erik Romar, Associate Professor emeritus and Martin Ahlskog, Sursik Comprehensive School |
| Movement Integration frameworks. Application in teacher training and in its application in schools
David Gutierrez-Diaz Del Campo, University of Castilla-La Mancha, Spain |
| MI as a daily practice in a second-grade classroom
Lia Gómez Domínguez, Åbo Akademi University, Finland |
| Movement integration in upper secondary school – practical cues and experiences on integrating movement in upper secondary school from a practitioner’s perspective
Thomas Friman, Vasa Övningsskola, Finland |
| Preservice secondary subject teachers’ experiences, attitudes and application of movement integration in academic classroom
Janina Enkvist Snellman, Åbo Akademi University, Finland |
Wednesday 10.5, 09:00-10:30 – Parallel sessions 3
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3A. Biology education(10.5, 09:00-10:30, room D302)Chair: Jessica Sundman, Åbo Akademi University, Finland |
| Upper secondary students’ conceptions of the carbon cycle
Pia Sjöblom & Sara Ray, Åbo Akademi University, Finland |
| Finnish biology teachers’ perception and use of content representation (CoRe)
Jessica Sundman & Ann-Sofi Röj-Lindberg, Åbo Akademi University, Finland |
| Conceptual change and sustainability education in Biology
Ilona Södervik & Antti Laherto, University of Helsinki, Finland
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3B. Craft education(10.5, 09:00-10:30, room D404)Chair: Mia Porko-Hudd, Åbo Akademi University, Finland |
| Pupils’ voices of craft as an activity for a more sustainable world
Eva Ahlskog-Björkman, Mia Porko-Hudd & Marie Debora Koch, Åbo Akademi University, Finland |
| The multiplicity of choices in the national core curriculum challenges teacher education: Searching for student craft teachers’ motivation for garment making
Tellervo Härkki & Marja-Leena Rönkkö, University of Turku, Finland |
| Qualified and motivated to teach? Student craft teachers’ experiences after their master’s-level teaching practice
Tellervo Härkki, Marja-Leena Rönkkö & Mikko Huhtala, University of Turku, Finland |
3C. Mathematics education(10.5, 09:00-10:30, room D505)Chair: Kim Berts, Åbo Akademi University, Finland |
| Adopting a stance of inquiry when using classroom videos in mathematics in teacher education
Lene Junge & Mette Hjelmborg, UCL University College, Odense, Denmark |
| Secondary students’ perceptions of peer-interaction in mathematics learning
Martin Nyman, Åbo Akademi University, Finland |
| What can democracy mean in the teaching and learning of mathematical sciences?
Kim Berts, Ann-Sofi Röj-Lindberg, Mats Braskén, Ann-Sofi Härmälä-Braskén, Åbo Akademi University, Finland |
3D. Reading practices(10.5, 09:00-10:30, room D405)Chair: Anna-Maija Norberg, Stockholm Teaching & Learning Studies, Sweden |
| Refashioning storyworlds: Text universes as a path to enhanced reading of fiction
Björn Kindenberg, Stockholm University/Teaching & Learning Studies, Sweden |
| Reading Practices and Digital Textbooks in Danish Grade 6 Classrooms – an Exploratory and Review-informed Pilot Study
Charlotte Reusch Nationalt Videncenter for Læsning, Denmark |
3E. Science education(10.5, 09:00-10:30, room D508)Chair: Jesper Bremholm, National Centre for Reading, Denmark |
| Drawing to learn and learning to draw: Challenges and opportunities of combining drawing and science goals in primary school classrooms
Sofie Areljung, Umeå University, Sweden |
| The landscape of learning materials in science: A national survey of science teachers’ use of learning materials in Danish compulsory school
Jesper Bremholm, National Centre for Reading, Denmark |
| Bridging the gaps: Exploring science teaching continuity across early years transitions
Christina Ottander, Umeå University, Sweden |
3F. Social science education(10.5, 09:00-10:30, room E610)Chair: Malin Tväråna, Uppsala University, Sweden |
| The role of disciplinary knowledge in student discussions: results from an intervention study in a Danish 8th grade Social Studies classroom
Jonas Henau Teglbjærg, University of Southern Denmark |
| Teaching that enables discernment of impact, systems thinking and agency in social science visual literacy
Malin Tväråna, Uppsala University, Sweden |
| A didactic model for social science teaching
Rolf Halse, NLA University College, Norway |
3G. Quality in education(10.5, 09:00-10:30, room C215)Chair: Michael Walkert, Karlstad University, Sweden |
| Quality in Teaching Economics in Social Studies: Classroom observations in 9th grade
Michael Walkert, Karlstad University, Sweden |
| Observing and interpreting quality in social science teaching
Torben Spanget Christensen, University of Southern Denmark |
| Quality in Inquiry based mathematics in secondary school
Natasha Sterup & Mette Hjelmborg, UCL University College, Denmark |
3H. Gamification & learning with technology(10.5, 09:00-10:30, room D406)Chair: Eila Lindfors |
| Gamification in the development of mathematical thinking
Eetu Mallat, Tampere University, Finland |
| Achievement goal orientations in a fifth and sixth grade collaborative hands-on technology learning task
Eila Lindfors, University of Turku, Finland |
| Agency and transformative potential of technology in students’ images of the future: Futures thinking as critical scientific literacy
Tapio Rasa, Jari Lavonen & Antti Laherto, University of Helsinki, Finland |
3I. Symposium: The Rationale of and Subject-specific Research from the Danish Centre for Primary and Lower-secondary Education Research (part 1)(10.5, 09:00-10:30, room D402)Chair: Nikolaj Elf, University of Southern Denmark Discussant: Sofia Jusslin, Åbo Akademi University, Finland |
| The Rationale of the Danish Centre for Primary and Lower-secondary Education Research
Nikolaj Elf, University of Southern Denmark |
| How can we understand and describe school-subject didactics?
Dorthe Carlsen, University College South/SYD, Denmark |
| Inquiry-based literature education (QUALE) in a Nordic perspective
Vibeke Christensen, University of Southern Denmark |
3J. Symposium: Native-level language teaching to support pupils’ bilingualism in national languages in Finland(10.5, 09:00-10:30, room C201)Chair: Siv Björklund, Åbo Akademi University NOTE! Presentations in English and Swedish! |
| Native-level language syllabi in Finnish and Swedish as second national languages: a curriculum study
Katri Hansell, Annika Lassus & Michaela Pörn, Åbo Akademi University, Finland |
| Native-level language teaching as a path towards bilingual competence: A study from pupils’ perspective
Katri Hansell, Michaela Pörn & Ida Rebers, Åbo Akademi University, Finland |
| Teacher perspectives on native-level Swedish language didactics: Swedish as first language for bilingual pupils in Finnish-medium schools
Siv Björklund, Åbo Akademi University |
Wednesday 10.5, 11:00-12:30 – Parallel sessions 4
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4A. Mathematics education(10.5, 11:00-12:30, room D505)Chair: Inger Eriksson, Stockholm University, Sweden |
| Promoting first graders algebraic thinking of equation – a learning activity case
Inger Eriksson, Stockholm University, Sweden |
| Danish student teachers’ development of noticing and reasoning in a longitudinal perspective
Stefan Ting Graf & Hanne Fie Rasmussen, UCL University College, Denmark |
| Mathematical Reasoning and Learning of Mathematics
Arto Mutanen, Finnish Naval Academy & Finnish National Defence University, Finland |
4B. Science education(10.5, 11:00-12:30, room D508)Chair: Lina Varg, Umeå University, Sweden |
| Supporting coherent science teacher education with observation webapp used for reflection
Miikka Turkkila, Merike Kesler, Antti Laherto, Jari Lavonen & Kalle Juuti, University of Helsinki, Finland |
| Teacher students’ species identification skills – an eye-movement study
Ilona Södervik, Anna Uitto, Satu Fredriksson-Nurmi, University of Helsinki, Finland |
| Promoting continuity in science education through transition to secondary school: Findings from a formative intervention
Lina Varg, Helena Näs, & Christina Ottander, Umeå University, Sweden |
4C. Drama & design methods in education(10.5, 11:00-12:30, room C215)Chair: Thomas Nygren, Uppsala University, Sweden |
| Process drama as a tool for enabling student explorations of “wicked problems” in upper secondary chemistry education
Kerstin Danckwardt-Lillieström, Maria Andrée & Carl-Johan Rundgren, Stockholm University, Sweden |
| Promoting probes, toolkits and prototypes in design education with higher education craft students
Jaana Kärnä-Behm, University of Helsinki, Finland |
| Educational designs for critical thinking in arts, civics, history, psychology, and science
Thomas Nygren, Malin Tväråna & Carl-Anton Werner Axelsson, Uppsala University, Sweden |
4D. Teacher education(10.5, 11:00-12:30, room D406)Chair: Johan Hansson, Umeå University, Sweden |
| First-year student teachers’ experiences, knowledge and values when noticing teaching praxis in a Learning to notice course
Lotte Holk Hansen & Karsten Agergaard, UCL University College, Denmark |
| A newly started project: Umeå School of Education Collaborates with an Upper Secondary School Regarding Student Teachers’ Internships and their Degree Projects.
Johan Hansson, Kristina Ledman, Niclas Lindström, Henrik Åström Elmersjö, Umeå University, Sweden |
| Becoming subject teachers in Italy. How to develop Pedagogical Content Knowledge (PCK) between Content Knowledge (CK) and Pedagogical Knowledge (PK)
Davide Parmigiani, University of Genoa, Italy |
4E. Social studies & history education(10.5, 11:00-12:30, room D405)Chair: Kjetil Børhaug, University of Bergen, Norway |
| What are the characteristics of source criticism in social science education?
Jenny Rosengren, Stockholm University, Sweden |
| Meaningful history teaching in Swedish middle school
Pontus Larsen, Linköping University, Sweden |
| Interest organisations in the struggle over social studies in Norway
Kjetil Børhaug, University of Bergen, Norway |
4F. Teacher-researcher collaboration(10.5, 11:00-12:30, room E610)Chair: Maria Weiland |
| Finnish language teachers’ collaboration practices – A study of teachers’ understanding of teaching of native level Finnish through participation in teacher-researcher collaboration
Ida Rebers, Åbo Akademi University, Finland |
| The value of imagination in teacher–researcher collaboration when working with a didactic model in primary science
Maria Weiland, Stockholm University, Sweden |
| INMAA classroom: a thinking space to promote interdisciplinary learning and students’ well-being
David Gutiérrez-Diaz Del Campo, Castilla-La Mancha University, Spain |
4G. Democracy education(10.5, 11:00-12:30, room D404)Chair: Cæcilie Damgaard Ketil Hejl, University of Southern Denmark |
| The political dimension of education for democracy
Lars Ørjan Kråkenes, Volda University College, Norway |
| Learning uses of history in upper secondary school. A Case Study in Sweden
Jenne Fröding Reyes, Karlstad University, Sweden |
| The use and function of questions in whole-class conversations with a high degree of student engagement and uptake across different subject areas in Nordic lower secondary schools
Cæcilie Damgaard Ketil Hejl, University of Southern Denmark |
4H. Symposium: Education, Bildung, and subject didactics in the Anthropocene network (EBAN): The meaning of Bildung in times of unprecedented changes)(10.5, 11:00-12:30, room C201)Chair: Kenneth Nordgren, Karlstad University, Sweden |
| Eco-reflexive Bildung-oriented Subject Didaktik
Jesper Sjöström, Malmö University, Sweden |
| Geography – a school subject for Bildung in the anthropocene !?
Kenneth Nordgren, Karlstad University, Sweden |
| The lived landscapes – a perspective in history
Marianne A. Leth, Via University College, Denmark |
| The Anthropocene, Bildung, and subject didactics in religious education and worldview education
Jesper Garsdal, Aarhus College of Education, Via University, Denmark
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4I. Symposium: The Rationale of and Subject-specific Research from the Danish Centre for Primary and Lower-secondary Education Research (part 2)(10.5, 11:00-12:30, room D402)Chair: Nikolaj Elf, University of Southern Denmark Discussant: Sofia Jusslin, Åbo Akademi University, Finland |
| Students’ explanations and solutions of issues related to the current climate crisis using scientific and mathematical modelling in a model-based inquiry unit
Claus Auning, University College South, Denmark |
| Sustainability in Language Teaching
Line Krogager Andersen, (presenting), SDU, Denmark |
| Sustainability and the green transition: From mono-curricular to cross-curricular practices in and beyond school
Martin Hauberg-Lund Laugesen & Nikolaj Elf, University of Southern Denmark |
Wednesday 10.5, 14:00-15:30 – Parallel sessions 5
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5A. Teacher Education(10.5, 14:00-15:30, room E610)Chair: Synne Ytre Arne, NLA University College, Norway |
| Performing knowledge: Cultivating a teacher educator identity through collective, exploratory, and exemplary teaching practices
Synne Ytre Arne, Tone Helene Skattør, Kristina Leganger Iversen & Karen Langsholt Holmqvist, NLA University College, Norway |
| The teaching of writing in theory and practice at teacher education programs in Finland and Sweden
Erika Sturk, Åbo Akademi University, Finland and Umeå University, Sweden |
| Analyzing teaching quality. Capturing subject-generic, subject-specific, format-specific, and learning goal-specific features simultaneously
Michael Tengberg, Karlstad University, Sweden |
5B. Literacy education(10.5, 14:00-15:30, room D404)Chair: Merja Kauppinen, University of Jyväskylä, Finland |
| Teachers’ work with successful scaffolding strategies in teaching writing – four different secondary school contexts in Finland and Sweden
NOTE! Presentation in Swedish! Camilla Rosvall, Ria Heilä-Ylikallio & Siv Björklund, Åbo Akademi University, Finland |
| Promoting phenomenon-based learning via students’ reading engagement program by the @TARU model
Merja Kauppinen, University of Jyväskylä, Finland |
| Reading Diploma as a Pedagogical Tool for Reading Engagement (presentation in Finnish)
Piia Ukura, City of Salo, Finland
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5C. L2 education(10.5, 14:00-15:30, room D406)Chair: Line Krogager Andersen, University of Southern Denmark |
| Awareness of linguistic diversity, linguaculture and the role of language in society
Line Krogager Andersen, University of Southern Denmark |
| Students’ beliefs about the role of previously learned languages in the German subject
Martin Andreas Kvifte, Østfold University College/ NTNU, Norway |
| Spannungsfelder: Emotions, Beliefs and Practices when Teaching German L3 Grammar to Young Beginners in Sweden
Deni Beslagic, Stockholm University, Sweden |
5D. Social studies education(10.5, 14:00-15:30, room D405)Chair: Pia Mikander, University of Helsinki, Finland |
| Neonationalism in contemporary Nordic upper secondary textbooks: a comparative study of a “basic concept” that matters in a globalizing world
Hans Olofsson, Karlstad University, Sweden |
| Democracy and threats towards it in Finnish social studies textbooks
Pia Mikander & Henri Satokangas, University of Helsinki, Finland |
| Students’ narrative action in social science teaching in Swedish upper secondary schools – a call for increased attention to students’ storytelling as conditions for the renewal of society and of social science teaching
Maria Olson, Stockholm university/Dalarna University college, Sweden |
5E. Education for sustainability(10.5, 14:00-15:30, room D508)Chair: Stefan Ting Graf, UCL University College, Denmark |
| Solutions for the challenges on ESD faced by school subject teacher
Shu-Nu Chang Rundgren, Stockholm University, Sweden |
| Affective and cognitive dimensions in education for sustainable development – a vignette survey in lower secondary schools
Stefan Ting Graf, UCL University College, Denmark |
| Student’s abilities to engage in dialogue about sustainability
Cæcilie Ketil Hejl & Ane Qvortrup, University of Southern Denmark |
5F. Worldview & philosophy education(10.5, 14:00-15:30, room D505)Chair: Harriet Zilliacus, University of Helsinki, Finland |
| The Didactics of Philosophy in Sweden
Olle Uppenberg, Uppsala University, Sweden |
| Problematic discourses of the human-nature relationship in worldview education: A discourse analysis of textbooks in Finland
Harriet Zilliacus, Lili-Ann Wolff, Pia Mikander & Arto Kallioniemi, University of Helsinki, Finland |
| Philosophy as Bildung-promoting Teaching in the Norwegian National Curriculum
Pedro Vincent Dias Bergheim, University of Bergen, Norway |
5G. Education in uncertain times(10.5, 14:00-15:30, room D302)Chair: Eija Yli-Panula, University of Turku, Finland |
| Education, knowledge and Bildung in a contemporary representational crisis
Kauko Komulainen & Anna-Leena Riitaoja, University of Helsinki, Finland |
| Primary school student teachers as solvers of environmental problems
Eija Yli-Panula, Katja Koivumäki & Roosa Virkkula, University of Turku, Finland |
| General didactics for an uncertain world? Analyzing curriculum literature in Danish teacher education
Pernille Damm Mønsted Pjedsted & Stinus Storm Mikkelsen, UCL University College, Denmark |
5H. Symposium: Materialist framings of knowledge in educational practice and research(10.5, 14:00-15:30, room D402)Chair: Mark Hardman, UCL Institute of Education, United Kingdom |
| What is meant by the material and its agency?
Katy Wallace & Mark Hardman, UCL Institute of Education, United Kingdom |
| What can materialist framings say about pedagogy and its entanglement with materiality?
Katri Sarkio, University of Helsinki, Finland |
| How do materialist framings broaden learning and post-human assessment?
Miikka Turkkila, University of Helsinki, Finland |
| How might materialist framings inform researcher positionality and ethical responsibilities in education research?
Emma Jones, UCL Institute of Education, United Kingdom |
5I. Symposium: Didaktik in practice; Searching for the what in the how(10.5, 14:00-15:30, room C201)Chair: Jörgen Mattlar, Uppsala University, Sweden NOTE! Presentations in Swedish! |
| Scaffolding Language and Content Learning in a Multilingual Civics Classroom
Viktoria Waagaard, Uppsala University, Sweden |
| Searching for content in teaching and learning speaking – studying Spanish as a modern language in lower secondary school
Fredrika Nyström, Uppsala University, Sweden |
| What happens with the what in teaching and learning literary history when there is a focus on the how?
Jonas Johansson, Uppsala University, Sweden |
5J. Symposium: Peace as experience and hope in education. Children and youth visual practices as didactic design and peace education(10.5, 14:00-15:30, room D609)Chairs: Eva Ahlskog Björkman & Mårten Björkgren, Åbo Akademi University, Finland |
Thursday 11.5, 09:00-10:30 – Parallel sessions 6
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6A. Teacher professionalism(11.5, 09:00-10:30, room D406)Chair: Mari Kuusimäki, University of Eastern Finland |
| Pre-service subject teachers’ disciplinary identities in interdisciplinary education
Anuleena Kimanen, Riia Kivimäki, Pilvi Heinonen & Eija Yli-Panula, University of Turku, Finland |
| Advertising literacy to teacher education
Mari Kuusimäki, University of Eastern Finland |
6B. L1 & L2 education(11.5, 09:00-10:30, room D405)Chair: Hanne Fie Rasmussen, UCL University College, Denmark |
| How does shaping support L1 teachers development of noticing competences
Christa Berner Moe & Gitte Hjarnø, UCL University College, Denmark |
| Can noticing competences support the development of L2 English student teachers?
Solveig Gaarsmand & Hanne Fie Rasmussen, UCL University College, Denmark |
| Learner-centered grammar teaching for the challenges of the future
Helga Birgisdóttir & Hanna Óladóttir, University of Iceland |
6C. Curriculum analysis(11.5, 09:00-10:30, room D404)Chair: Christina Ottander, Umeå university, Sweden |
| Subject Didaktik as Knowledge Field
Jesper Sjöström, Malmö University, Sweden |
| A backlash? Individualization and standardization in education
Kari-Mette Walmann Hidle, NLA University College, Norway |
| Critical thinking, social belonging and democratic participation: Vocational students’ civic Bildung and the enacted curricula
Kristina Ledman, Christina Ottander, Katarina Kärnebro, Umeå university, Sweden |
6D. Social studies & history education(11.5, 09:00-10:30, room C215)Chair: Johan Sandahl, Stockholm University, Sweden |
| Advancing students’ reasoning on democracy: Reflections from a project on political trust
Johan Sandahl & Patrik Johansson, Stockholm University, Sweden |
| How knowledge-building becomes illuminated in history teachers’ lectures and instructions
Jessica Rahm, University of Gothenburg, Sweden |
| Oral and practical examination: Examination and assessment in Social Studies and History in Denmark, lower secondary school
Anders Stig Christensen & Heidi Eskelund Knudsen, UCL University College, Denmark |
6E. Safety and well-being in education(11.5, 09:00-10:30, room D508)Chair: Eva Knekta, Umeå University, Sweden |
| Developing safety education through safety notice reporting – A perspective into comprehensive education students’ safety competence and authentic observations
Eila Lindfors, Miika Leino, Emilia Luukka, University of Turku, Finland |
| Prerequisites for teaching about crisis and disaster preparedness in the younger years of primary school in social study subjects and science studies: a curriculum analysis
David Olsson, Nina Christenson, Karin Thörne, Martin Jakobsson & Emelie Hindersson, Karlstad University, Sweden |
| Motivational differences for students entering upper secondary school: Painting a nuanced picture taking school subject and program into account
Eva Knekta, Anders Hofverberg & Hanna Eklöf, Umeå University, Sweden |
6F. Craft & music education(11.5, 09:00-10:30, room D505)Chair: Viveca Lindberg, Stockholm University, Sweden |
| Craft-art object as a medium according to higher education students of craft
Jaana Kärnä-Behm, University of Helsinki, Finland |
| Visions of the future of craft education
Sanna Mommo, University of Lapland, Finland |
| Music teachers’ conceptions of music teaching in the Swedish Special-needs Compulsory School: a phenomenographic study
Viveca Lindberg & Diana Berthén, Stockholm University, Sweden |
6G. L1 education(11.5, 09:00-10:30, room E610)Chair: Sofia Jusslin, Åbo Akademi University, Finland |
| Embracing unpredictabilities in L1 education and beyond: Can we ever know where teaching might take us?
Heidi Höglund & Sofia Jusslin, Åbo Akademi University, Finland |
| The student as an individual in the Danish, Norwegian and Swedish L1 curriculum
Anke Piekut, University of Southern Denmark |
| Students’ meaning making process in understanding practice through theory
Pernille Damm Mønsted Pjedsted & Uffe Ladegaard, UCL University College, Denmark |
6I. Symposium: Aiming towards powerful knowledge: recontextualisation across curriculum subjects(11.5, 09:00-10:30, room D402)Chair: Mikko Puustinen, University of Helsinki, Finland Discussant: Professor Zongyi Deng |
| Powerful grammatical knowledge in Finnish basic education
Jenni Marjokorpi, University of Helsinki, Finland |
| Knowledge and aims in history curriculum for lower secondary school in England, Finland and Sweden
Mikko Puustinen, University of Helsinki, Finland |
| Recontextualising primary history
Amna Khawaja, University of Helsinki, Finland |
