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Papers, Talks and Theses*


2012, 2011, 2010, 2009, 2008, 2007, 2006, 2005, 2004, 2003, 2002

Doctoral Theses

Licentiate Theses

Some Golden Oldies

*A list of the group's Scholarship of Teaching and Learning related work can be found here

2012

    PUBLICATIONS:

  • Fredlund, T., Airey, J. and Linder, C. (2012). Exploring the role of physics representations: an illustrative example from students sharing knowledge about refraction. European Journal of Physics, 33, 657-666.
    (http://iopscience.iop.org/0143-0807/33/3/657)
  • Forsman, J., Linder, C., Moll, R., Fraser, D. and Andersson, S. (2012). A new approach to modelling student retention through an application of complexity thinking. Studies in Higher Education. DOI:10.1080/03075079.2011.643298

2011

    PUBLICATIONS:

  • Lindahl, M. and Linder, C. (2011) Students’ Ontological Security and Agency in Science Education — An Example from Reasoning about the Use of Gene Technology. International Journal of Science Education, DOI:10.1080/09500693.2011.618516
  • Andersson Chronholm, J. and Andersson, S. (2011). Lär för din framtid - så lyckas du med högskolestudier. Studentlitteratur: Lund, Sverige. ISBN: 978-91-44-06652-3.
  • Airey, J. (2011). The relationship between teaching language and student learning in Swedish university physics. In B. Preisler, I. Klitgård & A. Fabricius (Eds.), Language and learning in the international university: From English uniformity to diversity and hybridity (pp. 3-18). Bristol, UK: Multilingual Matters.
  • Airey, J. (2011). The Disciplinary Literacy Discussion Matrix: A Heuristic Tool for Initiating Collaboration in Higher Education. Across the disciplines. Available here
  • Linder, C. and Lippmann Kung, R. (2011). An exploratory study into the complexity of relations between physics lecturers' crafting of practice and students' expectations of quality teaching. Instructional Science, 39:4, 513—526.
  • Airey, J. (2011). Talking about Teaching in English. Swedish university lecturers' experiences of changing their teaching language. Ibérica, 22(Fall), 35-54.
  • Thøgersen, J., and Airey, J. (2011). Lecturing undergraduate science in Danish and in English: A comparison of speaking rate and rhetorical style. English for Specific Purposes, 30(3), 209-221.
  • Andersson, S. (2011). Identitetsresan. In Skolverket’s Fler som Kan. Hur kan vi underlätta för ungdomar att läsa naturvetenskap och teknik? (pp. 63-77). Stockholm: Danagårdlitho.
  • Chronholm Andersson, J. (2011). Studievägledare och lärare har en nyckelroll. In Skolverket’s Fler som Kan. Hur kan vi underlätta för ungdomar att läsa naturvetenskap och teknik? (pp. 78-90). Stockholm: Danagårdlitho.
  • Linder, C., Östman, L., Roberts, D.A., Wickman, P-O., Erickson G., MacKinnon, A. (Eds.)(2011)(Available Sept., 2010). Exploring the Landscape of Scientific Literacy. New York: Routledge. ISBN: 13:978-0-415-87435-9
  • Airey, J. and Linder, C. (2011)(Available Sept., 2010). Bilingual Scientific Literacy. In C. Linder, L. Östman, D. A. Roberts, P-O. Wickman, G. Erickson and A. MacKinnon (Eds.) Exploring the Landscape of Scientific Literacy. (pp.106-124). New York: Routledge.

    • CONFERENCE PRESENTATIONS:

  • Fraser, D., Moll, R.F., Linder, C. & Forsman, J. (2011, September). Using complexity theory to develop a new model of student retention. A paper accepted for presentation at the 1st World Engineering Education Flash Week (Incorporating SEFI, the European Society for Engineering Education Conference), Lisbon, Portugal.
  • Linder, C. & Moll, R.F. (2011). Emergence in science learning: How new things get noticed and how things get noticed in new ways. A paper presented at ESERA (European Science Education Research Association) Conference, Lyon, France, 5-9 September.
  • Linder, A., Wikman, S. & Linder, C. (2011). Teacher reflection on the choice and use of disciplinary representations. A paper presented at ESERA (European Science Education Research Association) Conference, Lyon, France, 5-9 September.
  • Eriksson, U., Linder, C. & Airey, J.(2011). Watching the sky -- new realizations, new meanings, and surprising aspects in introductory astronomy. A paper presented at ESERA (European Science Education Research Association) Conference, Lyon, France, 5-9 September.
  • Lindahl, M. & Linder, C.(2011). Students' reasoning about using new technology and the change of societal practice. A paper presented at ESERA (European Science Education Research Association) Conference, Lyon, France, 5-9 September.
  • Wikman, S., Edfors, I. & Linder, C. (2011). University students’ reflections on the use of representations in introductory stereochemistry. A poster presented at ESERA (European Science Education Research Association) Conference, Lyon, France, 5-9 September.
  • Fredlund, T., Airey, J. and Linder, C. (2011. Representations in students' explanation of refraction: A case study. A paper presented at GIREP-EPEC 2011((International Research Group on Physics Teaching - European Physics Education Conference) joint conference, Jyväskylä, Finland, 1-5 August.
  • Fredlund, T., and Linder, C. (2011). Appresentation in physics problem solving. A paper presented at GIREP-EPEC 2011((International Research Group on Physics Teaching - European Physics Education Conference) joint conference, Jyväskylä, Finland, 1-5 August.
  • Moll, R.F., Forsman, J., Linder, C. & Andersson, S. (2011, June). The complex nature of physics and engineering students’ social and academic networks in higher education. A paper accepted for presentation at the Annual Meeting of the Canadian Society for the Study of Education, Fredricton, NB.
  • Edfors, I., Wikman, S. & Linder, C. (2011, May). An exploration of how university students relate to representations used within two different science disciplines. Nordic Conference on Didactics, Karlstad.
  • Zeidler, D.L., Ruzek, M., Powell, W.A., Orasky, J., Applebaum, S., Chin, C., Lin, S., Linder, C., Linder, A. and Herbert, M. (2011). Cross-Cultural Epistemological Orientations to Socioscientific Issues. Poster presented at the National Association for Research in Science Teaching, NARST, Annual International Conference, Orlando, Florida, 3-6 April.
  • Forsman, J., Moll, R., Andersson, S. and Linder, C. (2011). The Complex Nature of Physics and Engineering Students’ Academic and Social Networks in Higher Education. Poster presented at the National Association for Research in Science Teaching, NARST, Annual International Conference, Orlando, Florida, 3-6 April.

2010

    PUBLICATIONS:

  • Airey, J. (2010). När undervisningsspråket ändras till engelska [When the teaching language changes to English] Om undervisning på engelska (pp. 57-64). Stockholm: Högskoleverket Rapport 2010:15R.
  • Andersson. S. and Linder, C. (2010). Relations between motives, academic achievement and retention in the first year of a master programme in Engineering Physics. In G. Çakmakci & M. F. Tasar (Eds.) Contemporary Science Education Research: Learning and Assessment. (pp. 123-128). Ankara:Pegem Akademi.
  • Airey, J. and Linder, C. (2010). Tvåspråkig ämneskompetens? En studie av naturvetenskaplig parallellspråkighet i svensk högreutbildning. In Lars-Gunnar Andersson, Olle Josephson, Inger Lindberg, Mats Thelander (Eds.), Språkvård och språkpolitik (Language Planning and Language Policy).(pp.195-212). Språkrådet/Norstedts, Stockholm.
  • Case, J.M., Marshall, D. and Linder, C. (2010). Being a student again: a narrative study of a teacher's experience. Teaching in Higher Education, 15:4, 423—433.
  • Airey, J. (2010). The ability of students to explain science concepts in two languages. Hermes - Journal of Language and Communication Studies, 45, 35-49.
  • Linder, C. (2010). Perceptivism and Representation in a Discourse Model of Science Learning. Keynote paper published in the Proceedings of the 18th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education, University of Kwazulu-Natal, Durban, South Africa, 18-21 January.

    • CONFERENCE PRESENTATIONS:

  • Forsman, J. and Andersson, S. Att arbeta med studentretention. Presentation at the beginning of the Round Table Discussion held at the ‘NU2010 Dialog för lärande’ Conference, Stockholm, 13-15 October. Available in DiVA
  • Andersson, S., Forsman, J. and Linder, C. ”Det löser sig under studiernas gång” Presentation at the ‘NU2010 Dialog för lärande’ Conference, Stockholm, 13-15 October. Available in DiVA
  • Andersson, S. and Andersson Chronholm, J. Retentionsbefrämjande introduktionskurs till universitetsstudier. Presentation at the ‘NU2010 Dialog för lärande’ Conference, Stockholm, 13-15 October. Available in DiVA
  • Andersson Chronholm, J., Andersson, S. Bilder av människans inre - Förförståelse och studentaktivitet. Presentation at the ‘NU2010 Dialog för lärande’ Conference, Stockholm, 13-15 October. Available in DiVA
  • Posters presented at the ‘NU2010 Dialog för lärande’ Conference, Stockholm, 13-15 October:
    • Larsson, J. & Andersson, S. Rangordningsövningar för grundläggande fysikkurser. Available in DiVA
    • Forsman, J. & Andersson, S. Studenters nätverk av stödfunktioner. Available in DiVA
    • Andersson Chronholm, J. & Andersson, S. Föränderliga atomer och oklar energi – Att utforska studenters förförståelse. Available in DiVA
    • Fredlund, T. & Linder, C. Naturvetarnas ‘språk’: Användandet av figurer, artefakter, ekvationer och ord i studentdiskussioner om fysikaliska fenomen. Available in DiVA
  • Fredlund, T. (2010). Choosing the Appropriate Representation(s) in Physics. Poster presented at the European Association for Research on Learning and Instruction (EARLI), Special Interest Group 2, Text and Graphics Comprehension Conference, Tuebingen, Germany, 26-28 August.
  • Fredlund, T. (2010). Exploring Representations in Physics Teaching and Learning. Poster presented at the JURE 2010, Connecting Diverse Perspectives on Learning and Instruction Conference, Frankfurt, Germany, July 19-22.
  • Forsman, J. (2010). Using Complexity Thinking and Network Theory when Modeling Higher Education Student Trajectories in Physics and Engineering Physics. Poster presented at the JURE 2010, Connecting Diverse Perspectives on Learning and Instruction Conference, Frankfurt, Germany, July 19-22.
  • Fredlund, T. (2010). Multimodality in Students Physics Discussions. Paper presented at the Multimodality and Learning International Conference, London, United Kingdom, July.
  • Linder, C. (2010). Multimodality as a node in a complexity network in relation to discursive fluency, critical constellations of representation, and experiencing patterns of variation. Paper presented at the Multimodality and Learning International Conference, London, United Kingdom, July.
  • Danielsson, A. (2010). Doing Gender in the Physics Student Laboratory. Invited talk at the American Physical Society/American Association of Physics Teachers joint meeting, Washington D.C., 13-17 February.
  • Linder, C. (2010). Exploring Complexity Thinking in Education. Workshop presented at the 18th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education, University of Kwazulu-Natal, Durban, South Africa, 18-21 January.
  • Linder, A., Enghag, M., Moons, E., and Wikman, S. (2010). Crafting of Teaching Practice: Disciplinary-specific Representation and Reflection. Poster presented at the 18th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education, University of Kwazulu-Natal, Durban, South Africa, 18-21 January.

2009

    PUBLICATIONS:

  • Linder, C. and Fraser, D. (2009). Higher Education Science and Engineering: Generating Interaction with the Variation Perspective on Learning. Education as Change, 13(2), 277 - 291.
  • Airey, J. (2009). Undervisning på engelska oftare i Norden än i Europa. Universitetsläraren, SULF’s tidning, Nr. 9-09.
  • Fraser, D. and Linder, C. (2009). Teaching in higher education through the use of variation: examples from distillation, physics and process dynamics. European Journal of Engineering Education, 34 (4), 369-381.
  • Collier-Reed, B., Case, J. & Linder, C. (2009). The experience of interacting with technological artefacts. European Journal of Engineering Education, 34 (4), 295-303.
  • Ingerman, Å., Linder. C. and Marshall, D. (2009). The learners’ experience of variation – Following students’ threads of learning physics in computer simulation sessions. Instructional Science, 37(3), 273-292.
  • Linder, C. (2009). Teaching and learning science: Disciplinary knowledge and representation. Keynote paper published in the Proceedings of the Frontiers in Science Education Research Conference, FISER''09, Eastern Mediterranean University, Famagusta, North Cyprus, 22-24 March.
  • Friis Johannsen, B., Linder, C. and Østerberg Rump, C. (2009). Experiences of causality of attrition: a perspective from former physics undergraduate students. Paper published in the Proceedings of the Frontiers in Science Education Research Conference, FISER''09, Eastern Mediterranean University, Famagusta, North Cyprus, 22-24 March.
  • Airey, J. (2009). Estimating undergraduate bilingual scientific literacy in Sweden. International CLIL Research Journal, 1(2), 26-35.
  • Danielsson, A. and Linder, C. (2009). Learning in Physics by doing Laboratory Work: toward a new Conceptual Framework. Gender and Education, 21(2), 129-144.
  • Airey, J. and Linder, C. (2009, Online: 2008). A disciplinary discourse perspective on university science learning: Achieving fluency in a critical constellation of modes. Journal of Research in Science Teaching, 46 (1), 27-49.

    • CONFERENCE PRESENTATIONS:

  • Andersson, S. and Linder, C. (2009). Relations between programme selection motives, academic achievement, and retention in Engineering Physics. Paper presented at the ESERA (European Science Education Research Association) 2009 Conference, Istanbul, Turkey, 31 August-4 September.
  • Linder, C., Airey, J., Kelly, G. and Martins, I. (2009). Exploring Language Perspectives. Paper presented at the symposium 'Exploring the landscape of scientific literacy: visions for research and practice', ESERA (European Science Education Research Association) 2009 Conference, Istanbul, Turkey, 31 August-4 September.
  • Enghag, M., Forsman, J., Moons, E., Linder, C., Andersson, S., and Wikman, S. (2009). Students self-evaluations of themselves as disciplinary practitioners. Paper presented at the GIREP-EPEC (International Research Group on Physics Teaching) 2009 Conference, University of Leicester, Great Britain, 17-21 August.
  • Airey, J., Andersson, S. and Linder, C. (2009). Modeling Semiotic Resources for a Disciplinary Discourse View of Learning. Poster presentation at the FFPER (Foundations and Frontiers of Physics Education Research Conference, Bar Harbor, Maine, June 15-19.
  • Danielsson, A. (2009). Feminist and anti-oppressive strategies in the physics laboratory? Workshop presented at the first Nordic conference on feminist pedagogies, 'Challenging education: Feminist and anti-oppressive strategies in teaching and learning', Vaksalaskolan, Uppsala, June 2009.

2008

    PUBLICATIONS:

  • Andersson, S. (2008). Using Historical Collections when Teaching a Broadened Science Curriculum. Rittenhouse,The Journal of the American Scientific Instrument Enterprise, 22 (2), 114-131.
  • Airey, J. and Linder, C. (2008). Bilingual Scientific Literacy? The Use of English in Swedish University Science Courses. Nordic Journal of English Studies, 7 (3), 145-161.
  • Danielsson, A. and Linder, C. (2008). Learning in Physics by doing Laboratory Work: toward a new Conceptual Framework. Gender and Education.
  • Bolton, K., Saalman, E., Christie, M., Ingerman, Å. and Linder, C. (2008). SimChemistry as an active learning tool in chemical education. Chemistry Education Research and Practice, 9, 277-284.
  • Andersson, S., and Gelin, B. (2008). Avhopp från utbildningar i naturvetenskap och teknik vid Uppsala universitet. Report submitted to the Faculty of Science and Technology, Uppsala University, Uppsala, Sweden.

    • CONFERENCE PRESENTATIONS:

  • Andersson, S. and Linder, C. (2008). Motives and achievements of first year students in the master programme in Engineering Physics at Uppsala University. Paper presented at the Engineering Education Development Conference, Royal Institute of Technology, Stockholm, Sweden, 26-27 November.
  • Airey, J. (2008). Language and Engineering: Towards Bilingual Scientific Literacy. Paper presented at the Engineering Education Development Conference, Royal Institute of Technology, Stockholm, Sweden, 26-27 November.
  • Andersson, S. (2008) Hur ger man civilingenjörsstudenter positiva upplevelser av utbildningens första termin? Paper presented at the Engineering Education Development Conference, Royal Institute of Technology, Stockholm, Sweden, 26-27 November.
  • Andersson, S. and Linder, C. (2008). Motives and achievements of first year students in Bologna physics programmes at Uppsala University, Sweden. Poster presented at the European Physics Education Network's (EUPEN) 10th Jubilee General Forum, Polana Brasov, Romania, 4-6 Sept.
  • Airey, J. (2008). Teaching in English: The effects of language choice on student learning in Swedish university science. Paper presented at the International Research Conference on Language Planning and Language Policy, Saltsjöbaden, Stockholm, 9-10 June.
  • Airey, J. and Linder, C. (2008). Bilingual Scientific Literacy. Paper presented at the Beyond Borders of Scientific Literacy: International Perspectives on New Directions for Policy and Practice Symposium at the Canadian Society for the Study of Education 2008 Congress, Vancouver, B.C., Canada, May 31 - June 8.
  • Andersson, S. (2008). Education in Physics. Presentation at the European Committee for Future Accelerators R-ECFA Meeting, Uppsala, Sweden, 9-10 May.
  • Danielsson, A. and Linder, C. (2008). Att lära sig bli fysiker - en könad process. Paper presented at the Nätverk och Utveckling 2008 Lärande i en ny tid - samtal om undervisning i högre utbildning Conference, Kalmar, Sweden, 7-9 May.
  • Airey, J. and Linder, C. (2008). Learning through English: further insights from a case study in Swedish university physics. Paper presented at the Nätverk och Utveckling 2008 Lärande i en ny tid - samtal om undervisning i högre utbildning Conference, Kalmar, Sweden, 7-9 May.
  • Linder, C. and Airey, J. (2008). The disciplinary discourse of university physics: learning through fluency in a critical constellation of representations. Paper presented at the Nätverk och Utveckling 2008 Lärande i en ny tid - samtal om undervisning i högre utbildning Conference, Kalmar, Sweden, 7-9 May.

2007

    PUBLICATIONS:

  • Airey, J. and Linder, C. (2007). Disciplinary learning in a second language: A case study from university physics. In R. Wilkinson and V. Zeger (Eds.), Researching Content and Language Integration in Higher Education (pp. 161-171). Maastricht: Maastricht University Language Centre.
  • Linder, C. (2007). Mot bättre undervisning och lärande i fysik. Fysikaktuellt (Svenska fysikersamfundets tidskrift) 4 (December), 23.
  • Ingerman, Å., Booth, S. & Linder, C. (2007). Learning physics as a whole - On supporting students making sense of their studies. NorDiNa, Nordic Studies in Science Education, 3(2), 163-174.
  • Lippmann Kung, R. and Linder, C. (2007). Improving students' self-assessment of numerical analysis projects. Computing in Science & Engineering 9(4), 92-95.
  • Linder, C., Östman, L. and Wickman, P-O. (editors)(2007). Promoting Scientific Literacy: Science Education Research in Transaction. Proceedings of the Linnaeus Tercentenary Symposium, Uppsala University, Sweden, 28-29 May. ISBN 978-91-633-1892-4. Proceedings.
  • Danielsson, A. (2007). Kvinnliga fysikstudenter tar avstånd från femininitet (Female physics students reject feminity). Fysikaktuellt (Svenska fysikersamfundets tidskrift) 2 (May), 10.
  • Lippmann Kung, R. and Linder, C. (2007). Metacognitive activity in the physics student laboratory: Is increased metacognition necessarily better? Metacognition and Learning, 2(1), 41-56.
  • Ingerman, Å., Linder, C., Marshall, D. and Booth, S. (2007). Learning and the variation in focus among physics students when using a computer simulation. NorDiNa, Nordic Studies in Science Education, 3, 3-14.
  • Domert, D., Airey, J., Linder, C. and Lippmann Kung, R. (2007). An exploration of university physics students' epistemological mindsets towards the understanding of physics equations. NorDiNa, Nordic Studies in Science Education, 3, 15-28.

    • CONFERENCE PRESENTATIONS:

  • Airey, J. and Linder, C. (2007). Learning from complementary representations: a disciplinary discourse approach. Paper presented at the 12th Biennial Conference for Research on Learning and Instruction, Budapest, Hungary, August 28 - September 1.
  • Linder, C. (2007). Theory in motion. The phenomenographic approach. Plenary talk given at the Foundations and Frontiers in Physics Education Research Conference, Bar Harbor, Maine, August.
  • Andersson, S. (2007). Using Historical Collections when Teaching a Broadened Science Curriculum. Paper presented at the International Workshop on Historic Scientific Instrument Collections in the University, Oxford, Mississippi, June.
  • Danielsson, A. and Linder, C. (2007). Doing physics/doing gender: The gendered identity formation of physics students in relation to laboratory work. Paper presented at the Gender and Education Association Conference, Dublin, Ireland, March.
    Draft Available here.

2006

    PUBLICATIONS:

  • Linder, C., Fraser, D. and Pang, M.F. (2006). Using a variation approach to enhance physics learning in a college classroom. The Physics Teacher, 44(9), 589-592.
  • Lippmann Kung, R. and Linder, C. (2006). University students' ideas about data processing and data comparison in a physics laboratory course. NorDiNa, Nordic Studies in Science Education, 4, 40-53. Draft Available here.
  • Andersson, S. (2006). Acquisition of a collection in context - A case study of the Uppsala Cabinet of Physics. Paper published in the Proceedings of the XXV Scientific Instrument Symposium: East and West, The Common European Heritage, Krakow, Poland, 10-14 September.
  • Airey, J. (2006). När undervisningsspråket blir engelska. Språkvård, (4) 20-25.
  • Danielsson, A. and Martinson, I. (2006). Anna Beckman och hennes vetenskapliga gärning. Kosmos, Svenska fysikersamfundet, 87-102.
  • Pang, M.F., Linder, C. and Fraser, D.M. (2006). Beyond Lesson Studies and Design Experiments. Using theoretical tools in practice and finding out how they work. International Review of Economics Education, 5(1), 28-45.
  • Airey, J. and Linder, C. (2006). Language and the experience of learning university physics in Sweden. European Journal of Physics, 27, 553-560.
  • Fraser, D.M., Linder, C., Allison, S., Coombes, H. and Case, J.M. (2006). Using Variation to Enhance Learning in Engineering. International Journal of Engineering Education, 22(1), 102-108.
  • Clark, J. and Linder, C. (2006). Change in Science Teaching: Lessons from a South African Township Classroom. SENSE Publishers, in their Bold Visions in Educational Research Series: Rotterdam, The Netherlands. ISBN 90-77874-20-8.

    • CONFERENCE PRESENTATIONS:

  • Danielsson, A. and Linder, C. (2006). Gendered identities in the physics student laboratory. Paper presented at the Gender and Science and Technology 12 International Conference, Brighton, England, September.
  • Airey, J., Domert, D. and Linder, C. (2006). Representing disciplinary knowledge? Undergraduate students’ experience of the equations presented in physics lectures. Paper presented at the EARLI SIG2 Biennial meeting 'Text and Graphics Representations', University of Nottingham, England, August.
  • Airey, J. and Linder, C. (2006) Representations, tools and activities: A disciplinary discourse approach to multimodal
    science learning. Poster presented at the EARLI SIG2 Biennial meeting 'Text and Graphics Representations', University of Nottingham, England, August.
  • Lippmann Kung, R. and Linder C. (2006). Improving Students' Self-assessment of Numerical Analysis Projects. Paper presented at the American Association of Physics Teachers Summer Meeting, Syracuse, NY, July.
  • Fraser, D.M. and Linder, C. J. (2006). Learning through Variation: A New Way to View Learning. Paper presented at the SEFI (European Society for Engineering Education) Conference, Uppsala, Sweden, June.
  • Fraser, D.M. and Linder, C. J. (2006). Learning Through Computer Simulation. Paper presented at the SEFI (European Society for Engineering Education) Conference, Uppsala, Sweden, June.
  • Pendrill, L. and Lippmann Kung, R. (2006). Metrology Knowledge Transfer in the European Union. Poster presented at the SEFI (European Society for Engineering Education) Conference, Uppsala, Sweden, June.
  • Airey, J. and Linder, C. (2006). Learning in a Second Language. Two Case Studies from University Physics. Paper presented at ICLHE 2006: Integrating Content and Language in Higher Education. University of Maastricht, Maastricht, Netherlands.
  • Airey, J. and Linder, C. (2006.) Languages, Modality and Disciplinary Knowledge. Paper presented at ICLHE 2006: Integrating Content and Language in Higher Education. University of Maastricht, Maastricht, Netherlands, June.

2005

    PUBLICATIONS:

  • Linder, C. and Marshall, D. (2005). Students' Expectations of Teaching in Undergraduate Physics. International Journal of Science Education 27(10):1255-1268.
  • Kung, R.L., Kung, P. and Linder, C. (2005). Equipment issues regarding the collection of video data for research. Physical Review Special Topics Physics Education Research 1, 010105.
    http://prst-per.aps.org/toc/PRSTPER/v1/i1
  • Streicher, K.W., Fraser, D.M., Case, J.M. and Linder, C. (2005). Learning Through Simulation: Student Engagement. Chemical Engineering Education, 39(4), 288-295.
  • Domert, D., Linder, C. and Ingerman, Å (2005). Probability as a conceptual hurdle to understanding one-dimensional quantum scattering and tunnelling. European Journal of Physics, 26 (2005) 47-59.
  • Lippmann Kung, R. (2005). Teaching the concepts of measurement: An example of a concept-based laboratory course. American Journal of Physics, 73(8), 771-777.

    • CONFERENCE PRESENTATIONS:

  • Danielsson, A., Lippmann Kung, R. and Linder, C. (2005). Female Physics Majors' Experiences of Doing University Laboratory Work. Paper presented at the American Association of Physics Teachers Summer Meeting, Salt Lake City, Utah, August.
  • Lippmann Kung, R. (2005). Do Students Know the Purpose of the Laboratory? Paper presented at the American Association of Physics Teachers Summer Meeting, Salt Lake City, Utah, August.
  • Domert, D. and Linder, C. (2005). Probability as a Conceptual Hurdle to Understanding One-Dimensional Quantum Tunneling. Paper presented at the American Association of Physics Teachers Summer Meeting, Salt Lake City, Utah, August.
  • Falk, J. and Linder, C. (2005). Towards a Concept Inventory for One-Dimensional Quantum Mechanics. Paper presented at the American Association of Physics Teachers Summer Meeting, Salt Lake City, Utah, August.
  • Kung, R. (2005). How students form conclusions in the student laboratory. Poster presented at the Physics Education Research Conference, Salt Lake City, Utah, August.
  • Danielsson, A. (2005). Gender in the student in the student laboratory laboratory. An exploration of students' experiences of doing laboratory work in university physics. Poster presented at the Physics Education Research Conference, Salt Lake City, Utah, August.
  • Airey, J. and Linder, C. (2005). Looking for Links between Learning and the Discursive Practices of University Science. Paper presented at the 11th European Conference for Research on Learning and Instruction, Nicosia, Cyprus, August.
  • Adawi, T. and Linder, C. (2005). What's Hot and What's Not: A Phenomenographic Study of Lay Adults' Conceptions of Heat and Temperature. Paper presented at the 11th European Conference for Research on Learning and Instruction, Nicosia, Cyprus, August.
  • Linder, C., Dominicus, L., Lippmann Kung, R. and Marshall, D. (2005). Crafting of teaching practice and physics students' perceptions of quality teaching. Paper presented at the 11th European Conference for Research on Learning and Instruction, Nicosia, Cyprus, August.
  • Lippman Kung, R., Danielsson, A. and Linder, C. (2005). Metacognition in the student laboratory: Is increased metacognition necessarily better? Paper presented at the 11th European Conference for Research on Learning and Instruction, Nicosia, Cyprus, August.
  • Reed, B., Case, J., Ingerman, Å. and Linder, C. (2005). Learners' Conceptions of Technology. Paper presented at the 11th European Conference for Research on Learning and Instruction, Nicosia, Cyprus, August.
  • Dominicus, L. (2005). Exploring the Scholarship of Teaching and Learning in University Physics in Terms of Crafting of Practice. Paper presented at the Junior Researchers for EARLI Pre-conference at the 11th European Conference for Research on Learning and Instruction, Nicosia, Cyprus, August.
  • Danielsson, A. (2005). University students' experience of doing laboratory work in physics. Poster presented at the Junior Researchers for EARLI Pre-conference at the 11th European Conference for Research on Learning and Instruction, Nicosia, Cyprus, August.

2004

    PUBLICATIONS:

  • Airey, J. (2004). Can you teach it in English? The Language Choice Debate in Swedish Higher Education. In R. Wilkinson (Ed.), Integrating Content and Language: Meeting the challenge of a multilingual higher education, 97-108. Maastricht, Netherlands: Maastricht University Press.
  • Ingerman, Å., Linder, C.J. and Marshall, D. (2004). Learning-focuses in physics simulation learning situations. In arXiv.org e-Print archive at http://arxiv.org/ftp/physics/papers/0401/0401053.pdf
  • Fraser, D.M., Allison, S., Coombes, H., and Linder, C.J. (2004). Learning Through Variation in Chemical Engineering. Proceedings of the 7th UICEE Annual Conference on Engineering Education, 111-114, Mumbai, India.
  • Ingerman, Å., Linder, C.J. and Marshall, D. (2004). Learning focuses in physics simulation learning contexts. In Buffler, A. & Laugksch R. C. (Eds) Proceedings of the 12th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (digital). University of Cape Town.
  • Fraser, D., Linder, C.J. and Pang, M.F. (2004). Learning through variation, Part 1: A pedagogical tool. In Buffler, A. & Laugksch R. C. (Eds) Proceedings of the 12th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (digital). University of Cape Town.
  • Pang, M.F., Linder, C.J. and Fraser, D. (2004). Learning through variation, Part 2: Exemplars situated in school economics and university physics. In Buffler, A. & Laugksch R. C. (Eds) Proceedings of the 12th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (digital). University of Cape Town.

    • CONFERENCE PRESENTATIONS:

  • Airey, J. and Linder, C. (2004). Language, Bandwidth and the Shared Space of Learning. Paper presented at the EARLI SIG 9 Conference, Phenomenography and Variation Theory Go to School, Gothenburg, Sweden, August.
  • Fraser, D.M., and Linder, C. J. (2004). Redesign of a Simulation Exercise for Engineering Students using Variation Theory. Paper presented at the EARLI SIG 9 Conference, Phenomenography and Variation Theory Go to School, Gothenburg, Sweden, August.
  • Ingerman, Å., Linder, C., Marshall D., and Booth, S. (2004). Towards identifying instances of learning using experienced variation of presentation and representation as an analytic tool - looking at learning physics in computer simulation sessions. Paper presented at the EARLI SIG 9 Conference, Phenomenography and Variation Theory Go to School, Gothenburg, Sweden, August.
  • Reed, B., Ingerman, Å., Case J. and Linder, C. (2004). South African learners' experiences of technology. Paper presented at the EARLI SIG 9 Conference, Phenomenography and Variation Theory Go to School, Gothenburg, Sweden, August.

2003

    PUBLICATIONS:

  • Linder, C.J. and Marshall, D (2003). Reflection and phenomenography: towards theoretical and educational development possibilities. Learning and Instruction, 13 (3): 271-284.
  • Airey, J. (2003). Teaching University Courses through the Medium of English: The current state of the art. In Fransson, G. Morberg, Å Nilsson, R. Schullerqvist, B. (Eds.), Didaktikens mångfald, Vol. 1, 11-18: University College Gävle.
  • Buck, P., Goedhart M., .. Linder C.J. et al (2003). On the methodology of 'phenomenography' as a science education research tool. In Psillos, D. et al (Eds) Science Education Research in the Knowledge-Based Society, 31-41. Dordrecht: Kluwer Academic Publishers.

    • CONFERENCE PRESENTATIONS:

  • Linder, C. J. and Marshall, D. (2003). Teaching orientation in higher education physics and students' conceptions of good teaching: A relational perspective. Paper presented at the fourth international European Science Education Research Association Conference, Noordwijkerhout, The Netherlands, August.
  • Marshall, D., Ingerman, Å. and Linder, C. (2003). Research on students beliefs about physics learning: Implications for teaching. Paper presented at the annual South African Institute of Physics conference, Stellenbosch, South Africa, July.

2002

  • Linder, C. J., Marshall, D. and Nchodu, M. (2002). Looking at alternative forms of teaching physics. Poster presented at the GIREP 2002 International conference (International research group on learning physics), Lund, Sweden, August.
  • Nchodu, R. and Linder, C.J. (2002). The realization of a unique physics education laboratory to facilitate both the generation and completion of research projects into the optimization of higher education physics learning. Paper presented at the South African Science Education Network conference, Cape Town, South Africa, April.

Doctoral Theses

2009

  • Danielsson, Anna.
    Doing Physics - Doing Gender. An Exploration of Physics Students' Identity Constitution in the Context of Laboratory Work. Available in DiVA.
  • Airey, John.
    Science, Language and Literacy. Case Studies of Learning in Swedish University Physics. Available in DiVA.

2006

  • Domert, Daniel.
    Explorations of University Physics in Abstract Contexts. From de Sitter Space to Learning Space.

2002

  • Adawi, Tom.
    From Branes to Brains. On M-theory and Understanding Thermodynamics.

Licentiate Theses

2011

  • Forsman, Jonas.
    Exploring using complexity thinking to extend the modelling of student retention in higher education physics and engineering. Available in DiVA.

2007

  • Johannsen, Bjørn Friis.
    Attrition in University Physics. A narrative study of individuals reacting to a collectivist environment. Available in DiVA.
  • Falk, Johan.
    Students' depictions of quantum mechanics: a contemporary review and some implications for research and teaching. Available in DiVA.
  • Danielsson, Anna.
    The gendered doing of physics: A conceptual framework and its application for exploring undergraduate physics student' identity formation in relation to laboratory work. Available in DiVA.

2006

  • Airey, John.
    Physics Students' Experiences of the Disciplinary Discourse Encountered in Lectures in English and Swedish. Available in DiVA.
  • Dominicus, Liselott.
    The Scholarship of Teaching and Learning: A Study of the Crafting of Teaching Practice in University Physics.

2005

  • Domert, Daniel.
    An Exploration of Abstract Physics in the Spirit of the Scholarship of Teaching.

Some Golden Oldies

  • Linder, C.J., Leonard-McIntyre, C., Marshall, D., and Nchodu, M.R. (1997). Physics tutors’ metalearning development through an extension of Schön’s reflective practice. International Journal of Science Education, 19(7): 821-833.
  • Linder, C.J. and Hillhouse G (1996). Teaching by conceptual exploration: Insights into long-term learning outcomes. The Physics Teacher, 34(6): 332-338.
  • Linder, C.J. (1993). University physics students' conceptions of factors affecting the speed of sound. International Journal of Science Education, 15(6): 655-662.
  • Linder, C.J. (1993). A challenge to conceptual change. Science Education, 77(3): 293-300.
  • Linder, C.J. (1992). Understanding sound: so what is the problem? Physics Education, 27(5): 258-264.
  • Linder, C.J. (1991). Is teacher-reflected epistemology a source of conceptual difficulty in physics? International Journal of Science Education 14(1):111-121.
  • Aguirre, J., Haggerty, S. and Linder C.J. (1990). Student teachers' conceptions of science, teaching and learning: A case study in preservice science education. International Journal of Science Education 12(4):381-390.
  • Linder, C.J. and Hudson, H.T. (1989). A comparison of mathematical backgrounds between American and South African Physics Students. Science Education 73(4): 459-465.
  • Linder, C.J. and Erickson, G.L. (1989). A study of tertiary physics students' conceptualizations of sound. International Journal of Science Education 11(5): 491-501
Created 2010-08-19 15:00.
Last updated 2012-03-30 08:19.
Editor: Anne Linder