Mona Holmqvist

Malmö University, Department of Learning and Society, Faculty Member

University of Gothenburg, Dept. of Pedagogical,Curricular and Professional Studies, Faculty Member

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Judith L Green

University of California, Santa Barbara

Alistair McCulloch

University of South Australia

David Seamon

Kansas State University

Simon McIntyre

The University of New South Wales

Armando Marques-Guedes

UNL - New University of Lisbon

Hatice Kafadar

Abant Izzet Baysal University, Bolu, Turkey

Gulcin Tan Sisman

Hacettepe University

Dawn Bennett

Bond University

Patrick Blessinger

St. John's University

Viacheslav Kuleshov

Stockholm University

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Papers by Mona Holmqvist

Systematic review of research articles about science education and societal issues between 2007-2017

The aim of this study is to unveil research in science education addressing societal issues by a ... more

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Pre-Service Teachers’ Procedural and Conceptual Understanding of Pupils’ Mean Value Knowledge in Grade 6

International Electronic Journal of Mathematics Education

The aim of this study is to explore pre-service teachers' procedural and conceptual understanding... more The aim of this study is to explore pre-service teachers' procedural and conceptual understanding of pupils' understanding of mean value, before and after an intervention. Participants are 66 pre-service teachers, and two teacher educators. The data consists of five video-recorded lessons and pre-service teachers' pre-and post-test discussions. Based on variation theory, the analysis aimed to identify pre-service teachers' expressed knowledge of procedural and conceptual understanding, focusing four categories of expressions: procedural (P), procedural didactics (PD), conceptual (C), and conceptual didactics (CD). The pre-service teachers' expressed understanding of pupils' knowledge developed differently in the five teacher student groups. A shift from procedural to conceptual focus occurred in two groups. The number of procedural related words expressed in the first group decreased from 104 (pre-test: 65 P and 39 PD) to 16 (post-test: 9 P and 7 PD), at the same time as the conceptual related words increased (pre 4 C and 0 CD and post 11 C and 16 CD). In the second group, 87 procedure-related words (36 P and 51 PD) identified during pre-test decreased after the intervention (3 P and 9 PD). Instead, conceptrelated words increased from 16 (12 C and 4 CD) to 29 (10 C and 19 CD). The changes occurred among participants who had got, except of theoretical instruction, challenging hands-on tasks about the Mathematical content in focus. The findings from this study contribute to understand how design of instruction for pre-service teacher contributes to enhance teacher students' didactic perspective on pupils' learning.

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Children with Autism Spectrum Conditions: Social Norms and Expectations in Swedish Preschools

International Perspectives on Early Childhood Education and Development

Ögonblick i Lärarstudenters verksamhetsförlagda utbildning: trepartssamtalet

Lund Studies in Educational Sciences; 16, pp 145-170 (2021), Feb 17, 2021

Trepartsamtalet. 15 inspelade videosamtal mellan lärarstuderande, handledare och besökande vfu-lä... more

Teachers' theoretical awareness after conducting one Learning Study cycle

In this project two learning study cycles in two different groups of teachers and their students ... more In this project two learning study cycles in two different groups of teachers and their students are the point of departure of this interview study. The three female teachers (n = 3) who were involved in the implementation of Learning Study Project 2011, were interviewed in 2012 with the aim of studying what kind of theoretical learning they seemed to have or have not developed. The theoretical framework used was variation theory, which is the guiding principle for conducting learning studies. However, the results showed decreased scores at the post test, instead of the expected increase, and the hypothesis was that the teachers might not have gained theoretical knowledge at a point where they could understand how to use it to design instruction. The following questions were used in the interviews: 1) What does variation theory mean to you? 2) In what way do you use the theory to guide your planning? 3) What implications does variation theory have on your teaching? And finally 4) Wh...

Generative learning in pre-school context. Paper presented at the Redesigning Pedagogy International Conference, NIE, Singapore, , June 1-3

Generative learning in pre-school context. Paper presented at the Redesigning Pedagogy Internatio... more

The Authority to Choose Seclusion in Inclusion : An ASD perspective on Educational Settings

The aim of this study is to examine reasons for the increasing amount of pupils with autism (Wing... more

Sameness and differences when discerning numbers and letters. Paper presented at the EARLI 13th Biennial Conference for Research on Learning and Instruction, August 25-29, Amsterdam

Sameness and differences when discerning numbers and letters. Paper presented at the EARLI 13th B... more

Universitetsutbildares upplevda kompetens för att undervisa studenter i behov av pedagogiska anpassningar i sin studiesituation

I konventionen om rattigheter for personer med funktionsnedsattning (2008/09:8) fastslas att pers... more I konventionen om rattigheter for personer med funktionsnedsattning (2008/09:8) fastslas att personer med funktionsnedsattning ges nodvandigt stod inom det allmanna utbildningssystemet for att underlatta deras andamalsenliga utbildning. Aven i Malmo hogskolas policy dokument (2016-2018) inkluderas ett forhallningssatt som ska byggas pa mangfald. I studenters rattigheter och skyldigheter (Mah, 2011) efterstravas en arbetsmiljo som stodjer studenters larande och framjar deras fysiska och psykiska halsa. I studenthalsans undersokning ”Hur mar vara studenter” (Mah, 2015) pekar resultaten pa att en eller flera funktionsnedsattningar skulle kunna vara en riskfaktor i vissa avseenden. Vidare att funktionsnedsattning minskar sannolikheten for att uppleva sig klara av sina studier och okar sannolikheten for att uppleva sig trakasserad och diskriminerad. Larsdotter Frid och Krantz (2012) visar att det ar problematiskt att tillgangliggora den konkreta undervisningssituationen for studenter med...

Teacher development through iterative processes – Learning Study and Design-based Research

Specialpedagogik : vägar till förståelse

Primary School Pupils’ Experiences of Light and Shadow

The aim of this study is to generate new knowledge about how pupils in grade 4 understand the con... more The aim of this study is to generate new knowledge about how pupils in grade 4 understand the concepts light and shadow, informing our knowledge about pupil knowledge development as well as to contribute with results to improve science education. In total 18 pupils in grades 2,3 and 4 (8-11 years old) participated in group interviews consisting of 3 pupils in each. During the interviews, children were asked questions, and made drawings of light and shadows. Data consists of 6 group interviews and 18 drawings. The result shows how the pupils mainly experience light and shadows as reflections of light, and by that neglect e.g. shadows on the floor under a table under a lamp hanging from the ceiling. Instead, in their drawings they show how the light produces reflections of the lamp, table and table legs at the walls and on the floor. The strong linkage between shadows and reflections/ images suggests that introducing a model of light seems necessary to provide for alternative explanations of shadows

Inclusive Learning Environments in Higher Education for Students with Disabilities

The aim of this study is to investigate if lecturers’ preparedness to include students with speci... more The aim of this study is to investigate if lecturers’ preparedness to include students with special educational needs (SEN) is enhanced by professional development courses offered at their universities. The Convention on the Rights of Persons with Disabilities (Committee on the Rights of Persons with Disabilities, 2011) states that people with disabilities should be given the necessary support within the public education system to facilitate their education, which also applies to higher education. Disability reduces the likelihood to complete secondary education and increases the likelihood of experiencing harassment and discrimination during education (Pijl, Frostad & Mjavatn, 2014). In turn, this may cause unemployment. Different kinds of disabilities are differently treated; an inclusive approach is stronger towards students with visible disabilities, while students with invisible disabilities are less inclusively treated (Moriña Díez, López, & Molina, 2015). This point at a lack of understanding of the needs SEN students have, with unequal learning possibilities for SEN students with invisible disabilities. Results also unveils the lack of basic training for lecturers to support SEN students (Naik, 2017). One of the SEN student group with invisible disabilities are students with autism spectrum disorders (ASD). The challenges of higher education are prominent for this group, more than 50% of young adults in this group are neither being in employment nor included in higher education, and the lecturer’s knowledge of ASD is limited (Cai, & Richdale, 2016). As previous research has pointed out teachers’ expressed lack of readiness to teach SEN students in higher education, this study aims to answer the following research questions; 1. How do higher education teachers consider their own and their university’s competence to educate SEN students?, 2. How do higher education teachers rate their work with SEN students in higher education?, and 3. What competence do higher education teachers find necessary to teach SEN students? Lecturers from two university faculties managing teacher and special education programs answered a questionnaire about their skills to teach students with SEN. At university A (UA), SEN at higher education was not included in the mandatory courses for lecturers at the faculty, while at university B (UB) the courses included content about teaching SEN students. In total, the questionnaire was answered by 104 lecturers (65 at university A, and 39 at university B). The results show a significant (p=0.012) difference between the teachers’ needs of professional development. At UB, lecturers rate their own competence as well as the organizational ability to meet SEN students igher than lecturers at UA. Lecturers at UB are rating higher competence regardless of disability. Lecturers at UB rate higher competence regarding visual impairment (p=0.085), hearing impairment (p=0.076) and neuropsychiatric disorders (p=0.082) compared to lecturers at UA. The result show the need and importance of mandatory courses about SEN in higher education to foster an inclusive learning environment

Att analysera lärande i engelska utifrån ett variationsteoretiskt perspektiv : ett samarbetsprojekt mellan engelska och pedagogik för studenter på C-nivån i engelska

Att analysera larande i engelska utifran ett variationsteoretiskt perspektiv : ett samarbetsproje... more

Preschool children's understanding of whole and halfes. Paper presented at the 26th OMEP World Congress, August 11-13, Gothenburg

Research on learning has shown the importance of the learner's possibilities to discern what ... more Research on learning has shown the importance of the learner's possibilities to discern what differs as well as what is similar when meeting new phenomena. But how does this kind of understanding develop when young children try to understand their environment in natural settings? The results of Tolschinsky's research (2003) about young children's understanding of numbers and letters before being taught are considered in this study. Tolchinsky's results showed that children can separate cards that can be read from those which can not be read. In this study the point of departure is variation theory, and Tolchinsky’s results are seen through the perspective of what children do discern, what they discern simultaneously and what kind of variation they seem to need to discern. The aim in this study is to describe how children understand the concepts whole, halves and quarters. Three children aged four, five and six years old have been interviewed before, during and after ...

What makes the difference? : Analyses based on phenomenography and variation theory

This study aims to discuss in what way the same data material unveil different outcomes based on ... more This study aims to discuss in what way the same data material unveil different outcomes based on what approach used: phenomenography or variation theory. ‘Conception’ is the unit of description in Phenome nography (Marton & Pong, 2005), and an analysis based on phenomenography focuses both the referential and structural aspect. In this study, students’ statements of what learning is, are analyzed. The distinction between the approaches lies in separating th e structural dimension between conceptions and within an object. Traditionally Phenomenography has focused the differences between conceptions of the same phenomenon, whilst Variation theory focuses on the internal structure within the object. The analysis describes how 198 students in grades seven to nine in the Swedish secondary school, describe what learning is. The results of the phenomenographic analysis unveil different pools of meanings of how learning is conceptualized differently. The results from the analysis based on Variation theory describes what aspects an features the delimited phenomenon ‘learning’ consists of. Hence, a combination of Phenomenography and Variation theory of the same data set bring an understanding of how differently the same phenomenon can be seen, and what critical aspects are included or excluded to define a category. On the other hand, critical aspects used in an analysis based on Variation theory do not describe the differences among ways of seeing the same thing, but the variation within the phenomenon, how it is and can be differently structured. Using ‘learning’ as the phenomenon is challenging, as the concept is abstract and imprecisely

Exploring the Impact of Contrasting Cases in Text and Picture Processing

Journal of Visual Literacy, 2013

ABSTRACT Multimodal learning materials are frequently met in education assuming enhanced learning... more ABSTRACT Multimodal learning materials are frequently met in education assuming enhanced learning outcomes. This study examined whether contrasts in such materials are likely to support reading comprehension for all readers. Young adults (n=46) met either text-only or text+picture material. Participants (19 with low phonological awareness [PA] and 27 controls with high PA) thereafter answered open interview questions to check for reading comprehension. Learning materials were designed to focus readers on aspects critical to understanding the content by the use of contrasts; eye-tracking was used as method. Well-known pictures aided information recall, but contrasts described in the text were most effective for learning.

Teachers' understanding and use of a learning theory

pairs at their desks while the teacher gives a lecture or instructions related to a subject, etc.... more pairs at their desks while the teacher gives a lecture or instructions related to a subject, etc. Alexander (2000), states that the main procedure for whole class teaching is instruction and teacher-led discussion. Expected conclusions/findings: Considering that the circle time has been a ritually part of the school day-and is the main activity conducted by the teacher and also where school subjects, instructions and frequent use of question and answer sequences is an integral part and despite the arrangement, it will be tempting to define this activity as whole class teaching. To pursue this thought I have observed and analysed the use of circle time both in kindergarten and in year 6/7. Further, I will compare the use of circle time in the respective grades to see if there are some similarities, which can be a point of departure in the discussion concerning the interpretations of circle time as a new form of whole class teaching. Based on the abovementioned sub-parts, I will also look at what kind of subject matters is most prominent in the respective grades circle time. Methodology/research design: The study will be empirically oriented and primarily based on observation. Relevance for Nordic Educational research: Findings in this study will contribute to highlight research related to primary education in a Nordic dimension. Further, it also gives us the opportunity to discuss new forms of classroom activities across the Nordic countries.

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The 4th International Multi-Conference on Society, Cybernetics and Informatics. Proceedings Volume I : June 29th - July 2nd, 2010, Orlando, Florida, USA

The 4th International Multi-Conference on Society, Cybernetics and Informatics. Proceedings Volum... more