Profiles

Margareta Enghag

Margareta Enghag

Universitetslektor

Visa sidan på svenska
Works at Department of Mathematics and Science Education
Email margareta.enghag@mnd.su.se
Visiting address Svante Arrheniusväg 20 A, E-huset, Arrheniuslab
Room E468
Postal address Institutionen för matematikämnets och naturvetenskapsämnenas didaktik 106 91 Stockholm

About me

Research

My research concern the communication of physics in the classroom processes, both between pupils / students and teachers, and between pupils / students during group activities. I analyze group discussions (using both qualitative and quantitative methods) for solving problems in physics, and class discussions primarily in high schools, but also in primary school and college, from a learning perspective. One focus is how different multimodal representations, as images, animations, graphs, diagrams, equations, text and spoken language and web-based resources affect learning and learning environment for students and pupils. How are young people opportunities for activities such as writing, discuss, experiment and create linked to how they get into a topic of discourse? What design principles are relevant?

 

Avhandling
Two dimensions of student ownership of learning during small-group work with miniprojects and context rich problems in physics
Mälardalen University 2007

 

Handledare för forskarstuderande :
Jan Andersson, Karlstad University, (PhD student, first supervisor): Laborationens roll i fysikundervisningen – en empirisk longitudinell studie av en gymnasieklass

Kerstin Danckwardt-Lillieström, (licentiand,  second supervisor), Stockholm University: Kemiundervisning med dramatik


Publications

  • Andersson, J. & Enghag, M. (accepterad) The Relation Between Students’ Communicative Moves During Laboratory Work in Physics and Outcomes of Their Actions International Journal of Science Education
  • Andersson, J. & Enghag, M. (in review) Different Styles of Laboratory - Work Different Types Of Communication.
  • Enghag, M., & Schenk, L. (2016) Incorporating nanotechnology and risk assessment content knowledge in upper secondary school science – a design-based study. Nordina Vol 12, No 2, p. 218-234
  • Heinz, J., Enghag, M., Stuchlikova, I., Cakmakci, G., Peleg R., & Baram-Tsabari, A. (2016) Impact of initiatives to implement science inquiry – a comparative study of the Turkish, Israeli, Swedish and Czech science education systems. First On-line 2016-07-04 Cultural Studies of Science Education
  • Gustafsson, P., Jonsson, G. & Enghag, M. (2015) The Problem-Solving Process in Physics as Observed when Engineering Students at University Level Work in Groups. European Journal of Engineering 40 (4), p. 380-399
  • Karlsson, C., Enghag, M., Schenk, L., & Wester, M. (2014) Extending our understanding of nanotechnology:  University students’ perception and argumentation concerning nano materials in consumer products Journal of Nano Science Education 6:1:50-62
 

Filer

 
 

 

Files

Last updated: October 3, 2018

Bookmark and share Tell a friend