Výsledky vyhledávání - "Monica Axelsson"

Akademický článek

'Welcome to Sweden': Newly arrived students’ experiences of pedagogical and social provision in ıntroductory and regular classes

Autor: Jenny Nilsson, Monica Axelsson

Publikováno v: International Electronic Journal of Elementary Education, Vol 6, Iss 1, Pp 137-164 (2013)

Education for newly arrived students in Sweden is commonly organised in introductory classes, providing a basis for transition to the mainstream system. Focusing on the hitherto underinvestigated question of how newly arrived students experience th

Externí odkaz: https://doaj.org/article/5687390fe700490bab36013c2168feb8

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Negotiating science - building thematic patterns of the scientific concept sound in a Swedish multilingual lower secondary classroom

Autor: Britt Jakobson, Monica Axelsson

Publikováno v: Language and Education. 34:291-310

In this article we examine a teacher’s and multilingual students’ use of multiple resources and their potential for students’ meaning-making of sound and sound transmission. Students were 14–15 yea...

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::1ed2b68dc65efa2efc54ab0438eb7b92
https://doi.org/10.1080/09500782.2020.1740730

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Bridging academic and everyday language

Autor: Monica Axelsson, Anna Slotte

Publikováno v: Journal of Immersion and Content-Based Language Education. 5:157-186

This article presents findings from a Grade 7 religion lesson with 12–13 year-old multilingual Finnish-Swedish students in Finland. Here, focus is on the development of academic language and disciplinary literacy in multilingual environments, as th

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ce510f0751d2177ef07d25bd12a367c4
https://doi.org/10.1075/jicb.5.2.01axe

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Measuring Time. Multilingual Elementary School Students’ Meaning-Making in Physics

Autor: Jenny Uddling, Kristina Danielsson, Monica Axelsson, Britt Jakobson

Publikováno v: Global Developments in Literacy Research for Science Education ISBN: 9783319691961

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 content is elaborated and negotiated through various semi

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::9675a65d1bb750d43179aa947e1cc0bf
https://doi.org/10.1007/978-3-319-69197-8_11

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Building a web in science instruction : using multiple resources in a Swedish multilingual middle school class

Autor: Britt Jakobson, Monica Axelsson

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 durin

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::47c74bc6df125c92a83d2e96ee4eacab
http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-145008

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On the road to 'research municipalities': analysing transdisciplinarity in municipal ecosystem services and adaptation planning

Autor: Christine Wamsler, Therese Jephson, Ebba Brink, Barry Ness, Thomas Palo, Magnus Sjeldrup, Maria Adolfsson, Helena Björn, K. Ingemar Jönsson, Monica Axelsson, Geraldine Thiere, Torleif Bramryd, Thomas H. Beery, Nils G. A. Ekelund, Sanna Stålhammar, Widar Narvelo

Publikováno v: Sustainability Science

Transdisciplinary research and collaboration is widely acknowledged as a critical success factor for solution-oriented approaches that can tackle complex sustainability challenges, such as biodiversity loss, pollution, and climate-related hazards. In

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4af0b78e6312c5efaa80f76de0968f2e
https://pubmed.ncbi.nlm.nih.gov/30147790

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

Autor: Britt Jakobson, Monica Axelsson

Publikováno v: Education Inquiry; Vol 3, No 4 (2012)

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

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::cc7f0bea56dd1d60838090dbba9c19ed
https://doi.org/10.3402/edui.v3i4.22050

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