Peer-reviewed articles

Transkript

1 Publication list Dr. Margareta Enghag Peer-reviewed articles 1. Andersson, J. & Enghag, M. (in review) The Relation Between Students Communicative Moves During Laboratory Work in Physics and Outcomes of Their Actions International Journal of Science Education 2. Andersson, J. & Enghag, M. (in review) Different Styles of Laboratory - Work Different Types Of Communication. 3. Enghag, M., & Schenk, L. (2016) Incorporating nanotechnology and risk assessment content knowledge in upper secondary school science a design-based study. Nordina, Vol(12),No 2, p Heinz, J., Enghag, M., Stuchlikova, I., Cakmakci, G., Peleg R., & Baram-Tsabari, A. (2016) Impact of initiatives to implement science inquiry a comparative study of the Turkish, Israeli, Swedish and Czech science education systems. First On-line Cultural Studies of Science Education 5. Gustafsson, P., Jonsson, G. & Enghag, M. (2015) The Problem-Solving Process in Physics as Observed when Engineering Students at University Level Work in Groups. European Journal of Engineering 40 (4), p Karlsson, C., Enghag, M., Schenk, L., & Wester, M. (2014) Extending our understanding of nanotechnology: University students perception and argumentation concerning nano materials in consumer products Journal of Nano Science Education 6:1: Norberg Brorsson B., Enghag, M. & Engström, S. (2014) [Oral Communication during a Lesson on Energy Sources in Grade 5] Nordina Vol 1, No 1,p Enghag, M., Forsman, J., Linder, C., MacKinnon, A., & Moons, E. (2013) Using a disciplinary discourse lens to explore how representations afford meaning-making in a typical wave physics course. International Journal of Science and Mathematics Education 11 (3), Enghag, M., Gustafsson, P., & Jonsson, G. (2009) Talking Physics during Small- Group Work with Context-Rich Problems - Analysed from an Ownership Perspective. International Journal of Science and Mathematics Education, 7 (3), Enghag, M., & Niedderer, H. (2008) Two Dimensions of Student Ownership of Learning During Small-Group Work in Physics. International Journal of Science and Mathematics Education 6: Enghag, M., Gustafsson, P., & Jonsson, G. (2007). From everyday life experiences to physics understanding occurring in small group work with context rich problems during introductory physics work at university. Research in Science Education, 37: Jonsson, G., Gustafsson, P, & Enghag, M. (2007) Context rich problems as an educational tool in physics teaching a case study. Journal of Baltic Science Education 2 (7) (2007) Enghag, M., & Niedderer, H. (2005). Physics learning with exploratory talks during a miniproject - a case study of four girls working with electric circuits, Journal of Baltic Science Education,1(7), (5-11). 14. Enghag,M., Gustafsson, P. & Jonsson, G. (2004) Context Rich Problems in Physics for Upper Secondary School Science Education International 16 (4), pp

2 Peer-reviewed conference contributions (not otherwise published) Enghag, M., & Schenk, L. (2016). Students arguments of risks and benefits in a debate about nanotechnology as a socioscientific issue included in a teaching sequence in secondary school. In J. Lavonen, K. Juuti, J. Lampiselkä, A. Uitto & K. Hahl (Eds.), Electronic Proceedings of the ESERA 2015 Conference. Science education research: Engaging learners for a sustainable future, Part 8 (co-ed.) Jan Alexis Nielsen & Miriam Ossevoort, (pp ). Helsinki, Finland: University of Helsinki. ISBN Andersson, J., & Enghag, M. (2015) Students' Interaction and Communication During Laboratory Work in Physics Oral presentation. ESERA 2015 Conference. Science education research: Engaging learners for a sustainable future, Helsingfors 31August 4 September, 2016 Enghag, M. & Andersson, J.(2014) Dialogic Inquiry on Newton s Second Law - A Study on Verbal Language as the Most Important Representation Used in the Physics Classroom in Senior High-School In (Ed Mehmet Fatih TAŞAR) Proceedings of World Conference on Physics Education, Istanbul July 1-6, 2012, p Andersson J. & Enghag, M. (2014) The Effectiveness of Laboratory Work in Physics A Case Study at Upper Secondary School in Sweden In (Ed Mehmet Fatih TAŞAR) Proceedings of World Conference on Physics education, Istanbul July 1-6, 2012, p Enghag, M., & Svensson Huldt, C. (2013) Lärarstudenters beskrivningar av formativbedömning av laborativt arbete i fysik. Oral presentation. Nordic Physics Days Lund University Enghag, M., Karlsson, C., Schenk, L., & Wester, M. (2013) Talking about nano - Can undergraduate students talk-patterns be used to model science teaching in school? Oral presentation. ESERA 2012 September, 2-7, Nicosia, Cyprus Enghag, M., & Jonsson, G. (2013) What kind of task promote student subject talk during problem-solving in physics Oral presentation. ESERA 2012 September, 2-7, Nicosia, Cyprus Enghag, M., Billing, L., Forsberg, L., & Julin-Tegelman, Å. (2013) Multimodalt lärande i naturvetenskap med wikis. Oral presentation. Lärarkonferensen, 15 februari 2013, Stockholms universitet Enghag, M., & Andersson, J.(2012) Dialogic Inquiry on Newton s Second Law -a study on physics representations and communicative approaches used during experimental work in senior high school. Oral presentation. World Conference on Physics Education, Istanbul. Enghag, M., & Jonsson, G. (2012) Att använda kvantitativa eller kvalitativa kontextrika problem vid gruppdiskussioner i fysik. Oral presentation. 2:a Högskolepedagogiska utvecklingskonferensen Karlstads univ. 11 maj 2012 Enghag, M., & Carling, K. (2012) Studenternas val av representationer och problemlösningsstrategier under gruppdiskussioner om vågfysik (oral presentation) 2:a Högskolepedagogiska utvecklingskonferensen Karlstads univ. 11 maj 2012 Enghag, M., & Brorsson, B. (2012). A sustainable teacher training: Approaching more science content and inquiry. In C. Bruguière, A. Tiberghien & P. Clément (Eds.), E-Book Proceedings of the ESERA 2011 Conference: Science learning and Citizenship. Part [3 Teaching and learning science] (co-ed. Marisa Michelini and Reiners Duit), (pp.49-56) Lyon, France: European Science Education Research Association. ISBN:

3 Enghag, M. (2011). Dialogiskt förhållningssätt i klassrummet - en väg att inkludera gymnasieelever i fysik som ämnesdiskurs Oral presentation. NOFA3, Karlstad 2011 Enghag, M. & Carling, K. (2011) Student group discussions and choice of representations for refraction of light and sound (accepted oral presentation) NFSUN Linköping Jonsson, G., Enghag, M. & Gustafsson, P. (2011) Discussing Physics in Groups Using Quantitative and Qualitative Problems. (Accepted oral presentation) NFSUN Linköping Enghag, M., & Jonsson, G. (2011) Att lösa fysikproblem i gruppdiskussioner - hur, vad och varför? (oral presentation) 1:a Högskolepedagogiska utvecklingskonferensen Karlstads univ. 11 maj 2011(Accepted oral presentation) Enghag, M., & Moses, M. (2011). Increasing Africa s research output and development: A case of Sweden/South Africa collaborative research project (oral presentation) at the SANORD CONFERENCE, Johannesburg 27 November 1 December 2011 (accepted, oral presentation) Enghag, M. (2011). Dialogic Inquiry in Physics Education Oral presentation. SMEER seminar 15 December 2011, Karlstads universitet 2011 Enghag, M. & Brorsson, B. (2011) A sustainable teacher training: Approaching more science content and inquiry. (oral presentation) ESERA 2011, Lyon, September 5-9 (accepted oral presentation) Enghag, M. (2010) The importance of interaction and talk to enhance physics understanding Invited speaker + Publicerad i electronic proceedings: XVIII Taller Internacional Nuevas Tendencias en la de la Física, vid Benemérita Universidad Autónoma de Puebla Mayo 27-30, 2010, Puebla,México Enghag, M., Wahlquist, B., Hell, L.(2009) Emergent Dialogic Teaching of Newton s Second Law Oral presentation at ESERA (European Science Education Research Association Istanbul /Turkey Enghag, M., Forsman, J., Wikman, S., Andersson, S., Linder, C. & Moons, E. (2009) Student evaluations of themselves as disciplinary practitioners Oral presentation. GIREP, Leicester/UK Enghag, M. (2008). University students personal ideas about school physics as starting point for dialogic/interactive talk. Oral presentation at Det 9. nordiske forskersymposium om undervisning i naturfag Reikjavik/Iceland Published in Web Book Enghag, M. (2006) Arbete med en egen frågeställning som ger lärande i fysik om ownership of learning. In: Bering, Dolin, Krogh, Sølberg, Sørensen och Troelsen Naturfagsdidaktikkens mange facetter. Proceedings fra Det 8. nordiske forskersymposium om undervisning i naturfag (Aalborg 2005), Køpenhavn: Danmarks pædagogiske Universitets Forlag (s ) Enghag, M. (2005) Arbete med en egen frågeställning som ger lärande i fysik om ownership of learning. Oral presentation at Det 8. nordiske forskersymposium om undervisning i naturfag Aalborg, Denmark Enghag, M. (2004) Miniprojects and Context Rich problems. A study of student competence, motivation and ownership in small group work in physics ESERA Summerschool, Wurtsburg, Germany (accepted for oral presentation) Enghag, M., Gustafsson, P., & Jonsson, G. (2004) Context Rich Problems and Miniprojects in Physics for Upper Secondary School IOSTE Lublin, Polen, (accepted for oral presentation)

4 Monographs Enghag, M. (2004) Miniprojects and context rich problems Case studies with qualitative analysis of motivation, learner ownership and competence in small group work in physics Licentiate thesis. Studies in Science and Technology Education no 1,Linköping University, 157 pages. Enghag, M. (2006). Two dimensions of student ownership of learning during smallgroup work with miniprojects and context rich problems in physics. Doctoral thesis. Mälardalen University Press Dissertations, no. 37, 113 pages. Review articles, book chapters, books Gustafsson, P., Enghag, M. & Jonsson, G. (accepted) Chapter Using Context Rich Problems to Enhance Problem Solving and Content Knowledge in Physics Enghag, M., Engström, S., & Brorsson, B. (in review) Chapter 5. A Teacher Professional Development Programme on Dialogic Inquiry In S-TEAM Science Teacher Education Advanced Methods (EU-project) Springer Enghag, M. (2012) Kap.7 Samtal som ger ownership/lärägande i fysikklassrummet In (Ed.) Strömdahl,H. & Tibell, L. Didaktisk forskning i naturvetenskapliga ämnen. Lund: Studentlitteratur Enghag, M. (2011) Mötet med högre utbildning- att infria förväntningar på teknikutbildningar med fysikundervisning. Skolverket (Ed.) Fler som kan Hur kan vi underlätta för ungdomar att läsa naturvetenskap och teknik? Stockholm: Fritzes Benckert, S., Enghag, M., Gustafsson, P., Johansson, Jonsson, Norman, & Pettersson, S. (2007) Diskutera fysik i grupp! Utgå från kontextrika problem Umeå: Print & Media Popular science articles/presentations Enghag, M., Haglund, K., Hamza, K., Schenk, L. Wojcik, A., Arvanitis, L, & Lundegård, I. (2016) Ska vi bestråla jordgubbar? Att undervisa kärnfysik på gymnasiet med riskbedömningar. Nationellt resurscentrum för fysik. Malmö mars 2016 Enghag, M. (2015) Risk och nytta med nanovetenskap Fysikundervisning med ett riskperspektivi gymnasieskolan. Forskning -och utvecklingsdag Stockholms universitet MND den 3 juni 2015 Enghag, M. (2014) Nanomaterial i konsumentprodukter som sociovetenskapligt dilemma ett intressant sätt att starta upp en fysiklektion? Presentation vid Nationellt Resurscentrum för fysik, Ven 31 mars, 2014 Enghag, M. (2014). Risk och nytta med nanovetenskap. Presentation för Övningsskoleprojektet, Ämnesdidaktisk dag, St Eriks gymnasium, Stockholm den 28oktober 2014

5 Enghag, M. (2011) Finns det en röd tråd genom grundskolans undervisning i fysik och teknik? Oral presentation. Polhemskonferensen 4 oktober 2011, Karlstads universitet Enghag, M (2011) Skilda världar? Inquiry i skolan och Fysik som disciplinär diskurs Oral presentation. Stockholms univerisitet, MND November 2011 Enghag,M. (2011). Dialogic Inquiry föredrag vid Lärarfortbildning, Stockholms universitet, Waxholms hotell, 6 december 2011 Enghag, M. (2010). Konsten att samtala om naturvetenskap-undervisningsforskning nära fysik i skola och högskola Wermlands Museeum 7 april 2010 Enghag, M. (2005). Att arbeta med sin egen fråga - att få äga sitt lärande. Studenters interaktion i grupparbete med miniprojekt och kontextrika problem i fysik. LMNT-nytt