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Ottosson, Torgny
Alternative names
Publications (10 of 13) Show all publications
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
Reis, M., Emanuelsson, J. & Ottosson, T. (2009). The development of toddlers’ mathematical activity in preschool. In: : . Paper presented at Paper presented at the EARLI conference in Amsterdam.
Open this publication in new window or tab >>The development of toddlers’ mathematical activity in preschool
2009 (English)Conference paper, Published paper (Refereed)
Abstract [en]

The focus of this paper is to describe and discuss what resources toddlers' use to develop basic mathematical competence in a preschool setting. This development is described from the point of departure of the theory of variation and a Gibsonian view on perception, in terms of differences and similarities in a temporal sequence of situations where toddlers work with concrete materials such as building blocks of different kinds. The data consists of video documentations of children's everyday activities. We argue that we can see that the children have different ways of handling the tasks and situations at hand. The children can often discern where an object should be placed in relation to other objects according to relative size, orientation and rotation. When the task is changed, to a large extent the children has to "start from the beginning" often and has difficulties in generalising previous experiences, and previously used resources when working with other tasks.

National Category
Pedagogy
Identifiers
urn:nbn:se:hb:diva-6231 (URN)2320/5642 (Local ID)2320/5642 (Archive number)2320/5642 (OAI)
Conference
Paper presented at the EARLI conference in Amsterdam
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-10-09Bibliographically approved
Nilsson, L.-E. & Ottosson, T. (2007). "But you're not supposed to rip it straight off": Technology, plagiarism and dilemmas of learning. In: : . Paper presented at Arbetspaper presenterat vid 12:e EARLI konferensen, Budapest, Ungern.
Open this publication in new window or tab >>"But you're not supposed to rip it straight off": Technology, plagiarism and dilemmas of learning
2007 (English)Conference paper, Published paper (Refereed)
Keywords
plagiarism
National Category
Pedagogy
Identifiers
urn:nbn:se:hb:diva-5928 (URN)2320/3643 (Local ID)2320/3643 (Archive number)2320/3643 (OAI)
Conference
Arbetspaper presenterat vid 12:e EARLI konferensen, Budapest, Ungern
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-10-06Bibliographically approved
Åberg-Bengtsson, L. & Ottosson, T. (2006). What lies behind graphicacy? Relating students’ results on a test of graphically represented quantitative information to formal academic achievement. Journal of Research in Science Teaching, 43(1), 43-62
Open this publication in new window or tab >>What lies behind graphicacy? Relating students’ results on a test of graphically represented quantitative information to formal academic achievement
2006 (English)In: Journal of Research in Science Teaching, ISSN 0022-4308, E-ISSN 1098-2736, ISSN 0022-4308, Vol. 43, no 1, p. 43-62Article in journal (Refereed) Published
Abstract [en]

Based on studies carried out on qualitative data an instrument was constructed for investigating how larger numbers of students handle graphics. This test, consisting of 18 pages, each with its own graphic display(s) and a set of tasks, was distributed to 363 students, 15–16 years of age, from five different schools. The format of the questions varied, as did the format of the graphics. As students’ performance was expected to be multidimensional, confirmatory factor analysis was carried out with a structural equation modeling technique. In addition to the identification of a general graphicacy-test factor (Gen) and an end-of-test effect (End0), a narrative dimension (Narr0) was vaguely indicated. This model was then related to a six-factor model of students’ formal academic achievement measured by their leaving certificates from compulsory education. The strongest correlation obtained was between the general graphicacy-test dimension (Gen) and a mathematic/science factor (MathSc0) in the grades model. In addition, substantial relationships were detected between the Gen factor and both an overall school achievement factor (SchAch) and a language factor (Lang0) in the grades model.

Place, publisher, year, edition, pages
Wiley Periodicals, Inc., A Wiley Company, 2006
Keywords
graphicacy
National Category
Pedagogy
Identifiers
urn:nbn:se:hb:diva-2422 (URN)2320/3617 (Local ID)2320/3617 (Archive number)2320/3617 (OAI)
Available from: 2015-11-13 Created: 2015-11-13 Last updated: 2017-12-01Bibliographically approved
Nilsson, L.-E., Eklöf, A. & Ottosson, T. (2005). Copy-and-paste-plagiarism: technology as a blind alley or a road to better learning. In: : . Paper presented at Arbetspaper presenterat vid NERA, Oslo, Norge.
Open this publication in new window or tab >>Copy-and-paste-plagiarism: technology as a blind alley or a road to better learning
2005 (English)Conference paper, Published paper (Refereed)
Keywords
plagiarism
National Category
Pedagogy
Identifiers
urn:nbn:se:hb:diva-5914 (URN)2320/3628 (Local ID)2320/3628 (Archive number)2320/3628 (OAI)
Conference
Arbetspaper presenterat vid NERA, Oslo, Norge
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-10-06Bibliographically approved
Holmqvist, M. & Ottosson, T. (2005). Handledning här som handledning där, eller...? Den nationella forskarskolan i pedagogiskt arbete ur ett handledarperspektiv. In: P-O Erixon (Ed.), Forskningsarbete pågår: (pp. 11-17). Umeå: Umeå universitet
Open this publication in new window or tab >>Handledning här som handledning där, eller...? Den nationella forskarskolan i pedagogiskt arbete ur ett handledarperspektiv
2005 (Swedish)In: Forskningsarbete pågår / [ed] P-O Erixon, Umeå: Umeå universitet , 2005, p. 11-17Chapter in book (Other academic)
Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2005
National Category
Other Social Sciences
Identifiers
urn:nbn:se:hb:diva-4874 (URN)2320/5287 (Local ID)91-7305-900-5 (ISBN)2320/5287 (Archive number)2320/5287 (OAI)
Available from: 2015-12-17 Created: 2015-12-17 Last updated: 2017-11-15Bibliographically approved
Nilsson, L.-E., Eklöf, A. & Ottosson, T. (2005). "I was just helping her understand": Malignant positioning as cheaters and the conflict between student culture and academic tradition in disciplinary hearings. In: : . Paper presented at Arbetspaper presenterat vid 8th World Computer Congress on Education, Cape Town, Sydafrika.
Open this publication in new window or tab >>"I was just helping her understand": Malignant positioning as cheaters and the conflict between student culture and academic tradition in disciplinary hearings
2005 (English)Conference paper, Published paper (Refereed)
Keywords
cheating
National Category
Pedagogy
Identifiers
urn:nbn:se:hb:diva-5915 (URN)2320/3629 (Local ID)2320/3629 (Archive number)2320/3629 (OAI)
Conference
Arbetspaper presenterat vid 8th World Computer Congress on Education, Cape Town, Sydafrika
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-10-06Bibliographically approved
Ottosson, T., Abrahamsson, A., Springett, J. & Karlsson, L. (2005). Making Sense of the Challenge of Smoking Cessation during Pregnancy: A Phenomenographic Approach. Health Education Research, 20(3), 367-378
Open this publication in new window or tab >>Making Sense of the Challenge of Smoking Cessation during Pregnancy: A Phenomenographic Approach
2005 (English)In: Health Education Research, ISSN 0268-1153, E-ISSN 1465-3648, Vol. 20, no 3, p. 367-378Article in journal (Refereed) Published
Abstract [en]

In general, most women are familiar with the need to stop smoking when they are pregnant. In spite of this, many women find it difficult to stop. Using a phenomenographic approach, this study explored Swedish pregnant and post-pregnant women's ways of making sense of smoking during pregnancy. A total of 17 women who either smoked throughout pregnancy or stopped smoking during pregnancy were interviewed. Five different story types of how they are making sense of smoking during pregnancy were identified: smoking can be justified; will stop later; my smoking might hurt the baby; smoking is just given up; smoking must be taken charge of. Based on the study it is argued that the approach used in health education in relation to smoking cessation in antenatal care needs to move from information transfer and advice-giving to the creation of a dialogue. The starting point should be the woman's knowledge, concerns, rationalizations and prejudices. A model is suggested in which a woman may move in a space on three axes depending on life encounters, dialogue and reflections on meaning. The goal in health education would be to encourage movement along three axes: 'increase of self-efficacy towards control', 'increase awareness by reflection on meaning of the smoking issue' and 'avoidance of defense of the smoking behavior'.

National Category
Social Sciences
Identifiers
urn:nbn:se:hb:diva-2603 (URN)2320/5285 (Local ID)2320/5285 (Archive number)2320/5285 (OAI)
Available from: 2015-11-13 Created: 2015-11-13 Last updated: 2017-12-15Bibliographically approved
Abrahamsson, A., Springett, J., Karlsson, L. & Ottosson, T. (2005). Some Lessons from Swedish Midwives' Experiences of Approaching Women Smoker in Antenatal Care. Midwifery, 21(4), 335-345
Open this publication in new window or tab >>Some Lessons from Swedish Midwives' Experiences of Approaching Women Smoker in Antenatal Care
2005 (English)In: Midwifery, ISSN 0266-6138, E-ISSN 1532-3099, Vol. 21, no 4, p. 335-345Article in journal (Refereed) Published
Abstract [en]

OBJECTIVE: to describe the qualitatively different ways in which midwives make sense of how to approach women smokers. DESIGN, SETTING AND PARTICIPANTS: a more person-centred national project 'Smoke-free pregnancy' has been in progress in Sweden since 1992. Using a phenomenographic approach, 24 midwives who have been regularly working in antenatal care were interviewed about addressing smoking during pregnancy. FINDINGS: four different story types of how the midwives made sense of their experiences in addressing smoking in pregnancy were identified: 'avoiding', 'informing', 'friend-making', 'co-operating'. KEY CONCLUSION: the midwives' story types about how they approached women who smoke illustrated the difficulties of changing from being an expert who gives information and advice to being an expert on how to enable a woman in finding out why she smoked and how to stop smoking. IMPLICATIONS FOR PRACTICE: health education about smoking that is built on co-operation and dialogue was seen by the midwives as a productive way of working. The starting point should be the lay perspective of a woman, which means that her thoughts about smoking cessation are given the space to grow while she talks.

National Category
Nursing
Identifiers
urn:nbn:se:hb:diva-2602 (URN)2320/5284 (Local ID)2320/5284 (Archive number)2320/5284 (OAI)
Available from: 2015-11-13 Created: 2015-11-13 Last updated: 2017-11-05Bibliographically approved
Nilsson, L.-E., Eklöf, A. & Ottosson, T. (2005). What's in software? Making use of project support in writing at senior high school. In: : . Paper presented at Arbetspaper presenterat vid NERA, Örebro, Sverige.
Open this publication in new window or tab >>What's in software? Making use of project support in writing at senior high school
2005 (English)Conference paper, Published paper (Refereed)
National Category
Pedagogy
Identifiers
urn:nbn:se:hb:diva-5917 (URN)2320/3631 (Local ID)2320/3631 (Archive number)2320/3631 (OAI)
Conference
Arbetspaper presenterat vid NERA, Örebro, Sverige
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-10-06Bibliographically approved
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