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Åberg-Bengtsson, Lisbeth
Publications (10 of 17) Show all publications
Åberg-Bengtsson, L., Karlsson, K. G. & Ottosson, T. (2017). “Can there be a full moon at daytime?”: Young students making sense of illustrations of the lunar phases.. Science Education, 101(4), 616-638
Open this publication in new window or tab >>“Can there be a full moon at daytime?”: Young students making sense of illustrations of the lunar phases.
2017 (English)In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 101, no 4, p. 616-638Article in journal (Refereed) Published
Abstract [en]

Teaching and learning situations nowadays typically build on richly illustrated material or multimodal presentations. Under these circumstances, the transparency of images and models used for explaining various phenomena becomes central. The present study deals with 20 Swedish children, 9–12 years old, discussing an illustration meant to show the cause of the different appearances of the Moon in the sky. The students’ task was to place eight numbered moon phases in the lunar orbit in the image. The illustration in question was chosen (a) because it was of a kind frequently used to explain the lunar phases and (b) because the phenomenon is known to be difficult to understand for students of all ages. The analysis leans on historical and sociocultural approaches as well as on multimodal semiotics. The results show that a majority of students were able to make sense of the most central features of the illustration but that very few spontaneously reasoned in a way that could be interpreted as the intended meaning-making of the cause of the lunar phases. The results also indicate that the simultaneous adoption of two perspectives necessary for understanding the phenomenon was a stumbling block for most of the students.

National Category
Social Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-13396 (URN)10.1002/sce.21279 (DOI)000403292000008 ()2-s2.0-85018774439 (Scopus ID)
Projects
Meningsskapande illustrationer? Yngre elevers möten med förklarande bilder och modeller i skolans NO- och matematikundervisning
Funder
Swedish Research Council, 721-2009-5995
Available from: 2018-01-10 Created: 2018-01-10 Last updated: 2018-01-11Bibliographically approved
Åberg-Bengtsson, L. (2017). Exploring the effects of following different tracks of study in upper secondary education on cognitive test performance. In: Monica Rosén, Kajsa Yang Hansen & Ulrika Wolff (Ed.), Cognitive abilities and educational outcomes: A festschrift in honour of Jan-Eric Gustafsson (pp. 173-188). Cham, Switzerland.: Springer
Open this publication in new window or tab >>Exploring the effects of following different tracks of study in upper secondary education on cognitive test performance
2017 (English)In: Cognitive abilities and educational outcomes: A festschrift in honour of Jan-Eric Gustafsson / [ed] Monica Rosén, Kajsa Yang Hansen & Ulrika Wolff, Cham, Switzerland.: Springer , 2017, p. 173-188Chapter in book (Refereed)
Abstract [en]

The research presented in this chapter explores, using examples from an earlier version of the Swedish Scholastic Aptitude Test [the SweSAT], the possible environmental influence on cognitive test performance with respect to the effects of differences in earlier education. Relatively large differences in results between students having attended different tracks of study in upper secondary school have been noticed in the SweSAT. Obviously, this may be due to initial differences when entering these tracks. However, it may also be assumed that different tracks followed in the upper secondary schooling may influence abilities measured by the SweSAT in a different manner. The present study tentatively proposes the effects of track of study both on the observed results in a set of sub-tests and on certain ability factors previously proposed to lie behind performance on the test, after control for marks, at the end of lower secondary education.

Place, publisher, year, edition, pages
Cham, Switzerland.: Springer, 2017
Series
Methodology of Educational Measurement and Assessment, ISSN 2367-170X
National Category
Social Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-13392 (URN)
Available from: 2018-01-10 Created: 2018-01-10 Last updated: 2018-01-11Bibliographically approved
Åberg-Bengtsson, L., Beach, D. & Ljung-Djärf, A. (2017). Young primary students making sense of text and illustrations about how refuse can become soil. International Research in Geographical and Environmental Education, 23(8), 1150-1168
Open this publication in new window or tab >>Young primary students making sense of text and illustrations about how refuse can become soil
2017 (English)In: International Research in Geographical and Environmental Education, ISSN 1038-2046, E-ISSN 1747-7611, Vol. 23, no 8, p. 1150-1168Article in journal (Refereed) Published
Abstract [en]

Explanatory pictures and models are frequently used in teaching and learning situations. However, it seems to be simply assumed that they are always beneficial. In this article results from an investigation with 16 Swedish pupils aged 7–9 year are presented based on an analysis that has examined how well this assumption holds up. Concepts from multi-modal theory have been used to investigate how young learners deal with illustrations and text from an early reader booklet about composting domestic refuse. The analysis suggests that expectations that illustrationsfacilitate the meaning-making of young pupils may be exaggerated. Although the booklet claimed to provide interactive support between image and text most of the examples show pupils ignoring pictures or misinterpreting vital information about composting in both the verbal and non-verbal material. The illustrations did not compensate for the most crucial deficiencies in the written text. 

National Category
Social Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-13397 (URN)10.1080/13504622.2015.1118750 (DOI)000406285400006 ()2-s2.0-84949212607 (Scopus ID)
Projects
Meningsskapande illustrationer? Yngre elevers möten med förklarande bilder och modeller i skolans och förskolans NO- och matematikundervisning
Funder
Swedish Research Council, 721-2009-5995
Available from: 2018-01-10 Created: 2018-01-10 Last updated: 2018-01-11Bibliographically approved
Erickson, G., Åberg-Bengtsson, L. & Gustafsson, J.-E. (2015). Dimensions of test performance in English as a foreign language in different European settings: A two-level confirmatory factor analytical approach. . Educational Research and Evaluation, 21(3), 188-208
Open this publication in new window or tab >>Dimensions of test performance in English as a foreign language in different European settings: A two-level confirmatory factor analytical approach.
2015 (English)In: Educational Research and Evaluation, ISSN 1380-3611, E-ISSN 1744-4187, Vol. 21, no 3, p. 188-208Article in journal (Refereed) Published
Abstract [en]

The present study explored data from a survey of students’ performance in English at theend of compulsory school in 6 European countries. The aim was to gain deeperknowledge of the internal structure of the test and to discuss similarities anddifferences between the different settings regarding patterns in language proficiency.The analyses, conducted by a factor analytic approach and 2-level structural equationmodelling (SEM) techniques, indicated an overall English achievement factor at bothstudent and school levels. Furthermore, an effect of format differences at the studentlevel, constituted by a factor related to tasks demanding constructed response, wasfound. Three correlated modality factors related to listening, linguistic, and readingskills were identified but not further elaborated on as they improved the model onlymodestly. Considerable differences in between-school variation were found in thedifferent settings. The results are discussed in relation to the instrument, studentachievements, and the state of English in the participating countries.

Keywords
patterns of English proficiency, European context, two-level SEM techniques, internal structure of test, similarities and differences, dimensionality
National Category
Social Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-8418 (URN)10.1080/13803611.2015.1021259 (DOI)
Funder
Swedish Research Council
Available from: 2016-01-12 Created: 2016-01-12 Last updated: 2018-04-28Bibliographically approved
Rasmusson, M. & Åberg-Bengtsson, L. (2015). Does performance in digital reading relate to computer game playing?: A study of factor structure and gender patterns in 15-year-olds’ reading literacy performance.. Scandinavian Journal of Educational Research, 59(6), 691-709
Open this publication in new window or tab >>Does performance in digital reading relate to computer game playing?: A study of factor structure and gender patterns in 15-year-olds’ reading literacy performance.
2015 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 59, no 6, p. 691-709Article in journal (Refereed) Published
Abstract [en]

Data from a Swedish PISA-sample were used (1) to identify a digital reading factor, (2) toinvestigate gender differences in this factor (if found), and (3) to explore how computergame playing might relate to digital reading performance and gender. The analyses wereconducted with structural equation modeling techniques. In addition to an overall readingfactor, the hypothesized digital reading factor was identified. When the overall readingperformance was taken into account, a relative difference in favor of the boys fordigital reading was indicated. This effect was mediated by a game-playing factorcomprising the amount of time spent on playing computer games. Thus, the boys’better performance in digital reading was explained by the computer game-playing factor.

Keywords
digital reading literacy, gender differences, computer game playing, the PISA literacy assessment
National Category
Social Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-8420 (URN)10.1080/00313831.2014.965795 (DOI)
Available from: 2016-01-12 Created: 2016-01-12 Last updated: 2018-05-17Bibliographically approved
Ljung-Djärf, A., Åberg-Bengtsson, L., Ottosson, T. & Beach, D. (2015). Making sense of iconic symbols: A study of preschool children conducting a refuse-sorting task.. Environmental Education Research, 21(2), 256-274
Open this publication in new window or tab >>Making sense of iconic symbols: A study of preschool children conducting a refuse-sorting task.
2015 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 21, no 2, p. 256-274Article in journal (Refereed) Published
Abstract [en]

This article is part of a larger project focusing upon explanatory illustrations thatchildren encounter in pre- and primary school education. The research questionsconcerned (a) how preschool children make sense of iconic symbols when placingitems of refuse on illustrations of refuse bins in a sorting task and (b) whatstumbling blocks they encounter when interpreting these symbols. Video datawere collected with 30 children between four and five years of age. From thechildren’s verbal and non-verbal interactions, four different categories of sensemakingwere constructed: by material, by object type, by appearance and byfunction. Three stumbling blocks were identified. The first had to do with givingthe symbols a different logical meaning to the intended one; the second relatedto what materials the different refuse items were made of; the third was beingable to stick to one correct way of interpreting each symbol.

Keywords
environmental education, sense-making, illustrations, iconic symbols, preschool, sorting refuse
National Category
Social Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-8416 (URN)10.1080/13504622.2013.870128 (DOI)
Projects
Meningsskapande illustraationer?
Funder
Swedish Research Council
Available from: 2016-01-12 Created: 2016-01-12 Last updated: 2018-05-22Bibliographically approved
Åberg-Bengtsson, L., Beach, D., Bergnell Karlsson, A., Ljung-Djärf, A., Ottosson, T., Karlsson, K. G., . . . von Zeipe, H. (2014). När Agnes fick va solen så fattade man ju precis": Om illustrationer i undervisning av yngre elever. In: Resultatdialog: (pp. 246-254). Vetenskapsrådet
Open this publication in new window or tab >>När Agnes fick va solen så fattade man ju precis": Om illustrationer i undervisning av yngre elever
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2014 (Swedish)In: Resultatdialog, Vetenskapsrådet , 2014, p. 246-254Chapter in book (Other academic)
Place, publisher, year, edition, pages
Vetenskapsrådet, 2014
National Category
Social Sciences Interdisciplinary
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-5253 (URN)2320/14670 (Local ID)978-91-7307-247-2 (ISBN)2320/14670 (Archive number)2320/14670 (OAI)
Available from: 2015-12-17 Created: 2015-12-17 Last updated: 2018-01-10Bibliographically approved
Erickson, G. & Åberg-Bengtsson, L. (2012). A collaborative approach to national test development. In: D Tsagari, I Csépes (Ed.), Collaboration in language testing and assessment: (pp. 93-108). Frankfurt am Main: Peter Lang Verlag
Open this publication in new window or tab >>A collaborative approach to national test development
2012 (English)In: Collaboration in language testing and assessment / [ed] D Tsagari, I Csépes, Frankfurt am Main: Peter Lang Verlag , 2012, p. 93-108Chapter in book (Refereed)
Place, publisher, year, edition, pages
Frankfurt am Main: Peter Lang Verlag, 2012
Keywords
national test, development
National Category
Social Sciences Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-5105 (URN)2320/11667 (Local ID)978-3-631-63529-2 (ISBN)2320/11667 (Archive number)2320/11667 (OAI)
Available from: 2015-12-17 Created: 2015-12-17 Last updated: 2016-11-18Bibliographically approved
Åberg-Bengtsson, L., von Zeipel, H., Ottosson, T. & Beach, D. (2011). Can we take young pupils’ understanding of Illustrations for granted? Investigating multi-modally presented learning-contents in school science and mathematics. In: : . Paper presented at The European Conference on Educational Research, ECER 2011, Berlin, September 13-16.
Open this publication in new window or tab >>Can we take young pupils’ understanding of Illustrations for granted? Investigating multi-modally presented learning-contents in school science and mathematics
2011 (English)Conference paper, Published paper (Refereed)
Abstract [en]

New ways of presenting information have affected both contemporary society and education. School textbooks and other teaching aids for young pupils nowadays typically include, or sometimes entirely build on, illustrations and visual information. During the latest decades our view on literacy has shifted towards also comprising, as a necessity, visual and multimodal literacies Kress (2003). When using visual information in education, the transparency of pictures and models is often regarded as unproblematic. However, transparency is not an innate quality of illustrations and cannot be taken for granted (Pintó & Ametller, 2002). On the contrary, visual information is always coded and interpretations are always related to culture and context, so we must always ask what aspects of illustrations are easily understood by our young pupils’ and what aspects may be stumbling blocks for them.

National Category
Pedagogy Mathematics
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-6598 (URN)2320/9133 (Local ID)2320/9133 (Archive number)2320/9133 (OAI)
Conference
The European Conference on Educational Research, ECER 2011, Berlin, September 13-16
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-10-17Bibliographically approved
Åberg-Bengtsson, L. (2011). Elevers möte med diagram. In: Berit Bergius, Göran Emanuelsson, Lillemor Emanuelsson, Ronny Ryding (Ed.), Matematik - ett grundämne: (pp. 2011-218). Göteborgs universitet: Nationellt centrum för matematikutbildning (NCM)
Open this publication in new window or tab >>Elevers möte med diagram
2011 (Swedish)In: Matematik - ett grundämne / [ed] Berit Bergius, Göran Emanuelsson, Lillemor Emanuelsson, Ronny Ryding, Göteborgs universitet: Nationellt centrum för matematikutbildning (NCM) , 2011, p. 2011-218Chapter in book (Other academic)
Place, publisher, year, edition, pages
Göteborgs universitet: Nationellt centrum för matematikutbildning (NCM), 2011
Series
NämnarenTema, ISSN 99-0501117-X ; 8
National Category
Pedagogy Mathematics
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-5025 (URN)2320/9105 (Local ID)978-91-85143-19-1 (ISBN)2320/9105 (Archive number)2320/9105 (OAI)
Available from: 2015-12-17 Created: 2015-12-17 Last updated: 2018-02-10Bibliographically approved
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