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Research presentation

Tobias Fredlund

Research presentation

Tobias Fredlund

Senior lecturer

Research subject: Curriculum studies
Research domain: Educational Science

One of Tobias Fredlund’s research interests is how teaching and learning are affected by different forms of communication, such as language, gestures, images and diagrams, that teachers and students use. In particular, his research focuses on the teaching and learning of science.

CURRENT RESEARCH

Tobias Fredlund participates in a research project called DesDiNaTe. The project is best described as practice-based research, where researchers and preschool teachers cooperate to improve the teaching and learning – in this case – of science/technology, environmental issues and sustainable development. He is also a member of the research group ROLE – Research on Learning Environments.

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Articles


Scholarly articles, refereed

Knain, E., Fredlund, T. & Furberg, A. (2021). Exploring Student Reasoning and Representation Construction in School Science Through the Lenses of Social Semiotics and Interaction Analysis. Research in science education, 51 (1), 93-111. 10.1007/s11165-020-09975-1 [More information]
Fredlund, T., Remmen, K. & Knain, E. (2021). The epistemological commitments of modes : Opportunities and challenges for science learning. Visual Communication. 10.1177/14703572211038991 [More information]
Knain, E., Fredlund, T., Larsen Furberg, A., Mathiassen, K., Remmen, K. & Ødegaard, M. (2017). Representing to learn in science education : Theoretical framework and analytical approaches. Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge (3). 10.5617/adno.4722 [More information]
Fredlund, T., Linder, C. & Airey, J. (2015). A social semiotic approach to identifying critical aspects. International Journal for Lesson and Learning Studies, 4 (3), 302-316. 10.1108/IJLLS-01-2015-0005 [More information]
Fredlund, T., Airey, J. & Linder, C. (2015). Enhancing the possibilities for learning : Variation of disciplinary-relevant aspects in physics representations. European journal of physics, 36 (5). 10.1088/0143-0807/36/5/055001 [More information]
Fredlund, T., Linder, C. & Airey, J. (2015). Towards addressing transient learning challenges in undergraduate physics : An example from electrostatics. European journal of physics, 36 (5). 10.1088/0143-0807/36/5/055002 [More information]
Fredlund, T., Linder, C., Airey, J. & Linder, A. (2014). Unpacking physics representations : Towards an appreciation of disciplinary affordance. Physical Review Special Topics : Physics Education Research, 10 (2). 10.1103/PhysRevSTPER.10.020129 [More information]
Fredlund, T., Airey, J. & Linder, C. (2012). Exploring the role of physics representations : an illustrative example from students sharing knowledge about refraction. European journal of physics, 33 (3), 657-666. 10.1088/0143-0807/33/3/657 [More information]

Doctoral thesis

Fredlund, T. (2015). Using a Social Semiotic Perspective to Inform the Teaching and Learning of Physics. Diss. (sammanfattning), 2015. Uppsala: Acta Universitatis Upsaliensis. 178 p. External link [More information]

Book chapters

Fredlund, T., Airey, J. & Linder, C. (2013). Att välja lämpliga semiotiska resurser. Scientific literacy : teori och praktik. Malmö: Gleerups Utbildning AB. P. 59-70. [More information]

Conference papers

Fredlund, T. & Erik, K. (2019). Science students' noticing of appropriate frames. . [More information]
Fredlund, T. & Knain, E. (2018). Analysing school science group work in terms of multimodal text development and its interplay with the context of situation. 9ICOM Book of Abstracts. P. 64-64. [More information]
Suhr Lunde, M., Mathiassen, K., Fredlund, T. & Knain, E. (2018). Representations and Students Teachers’ Experiences from Teacher Practice. . [More information]
Knain, E., Remmen, K. & Fredlund, T. (2018). Representations in students’ argumentation on SSI. . [More information]
Suhr Lunde, M., Mathiassen, K., Fredlund, T. & Knain, E. (2018). Student teachers’ perspective of representations in science teaching and learning. 9ICOM Book of Abstracts. P. 104-104. External link [More information]
Fredlund, T., Knain, E. & Larsen Furberg, A. (2018). Using representations to learn about the greenhouse effect. . [More information]
Suhr Lunde, M., Mathiassen, K., Fredlund, T. & Knain, E. (2017). Lærerstudenters erfaringer med bruk av representasjoner i praksis. . [More information]
Knain, E., Fredlund, T. & Larsen Furberg, A. (2017). Making the invisible visible across modes and representations. . [More information]
Fredlund, T., Knain, E. & Larsen Furberg, A. (2017). Teaching science using underdetermined representations : Illustration and implications. . [More information]
Knain, E., Remmen, K. & Fredlund, T. (2017). The role of representations in students' argumentation on SSI. . [More information]
Fredlund, T., Knain, E. & Larsen Furberg, A. (2017). The transition from naturalistic to theoretical representations of the greenhouse effect. . [More information]
Fredlund, T., Knain, E. & Remmen, K. (2017). Two central aspects of sign-making for the learning of science : differentiation and integration. . [More information]
Fredlund, T., Linder, C. & Airey, J. (2014). Exploring knowledge representation in terms of the enactment of idealized patterns of disciplinary-relevant aspects. . [More information]
Fredlund, T., Linder, C. & Airey, J. (2014). Learning in terms of the semiotic enactment of patterns of disciplinary-relevant aspects. IACS-2014 Book of abstracts. P. 94-94. [More information]
Airey, J., Eriksson, U., Fredlund, T. & Linder, C. (2014). On the Disciplinary Affordances of Semiotic Resources. IACS-2014 Book of abstracts. P. 54-55. External link [More information]
Fredlund, T., Linder, C. & Airey, J. (2014). Reverse rankshift : Towards an appreciation of the disciplinary affordances of representations. . [More information]
Airey, J., Eriksson, U., Fredlund, T. & Linder, C. (2014). The Concept of Disciplinary Affordance. . External link [More information]
Fredlund, T., Linder, C. & Airey, J. (2014). Variation as a method for perceiving the disciplinary affordances of physics representations. IACS-2014 Book of Abstracts. P. 32-33. [More information]
Fredlund, T. (2013). Learning science and the selection of apt signifiers : an example from physics. . [More information]
Fredlund, T. & Linder, C. (2013). Making physics learning possible : exploring a variation perspective on representations. . [More information]
Fredlund, T., Linder, C. & Airey, J. (2012). A case study of the role of representations in enabling and constraining the sharing of physics knowledge in peer discussions. . [More information]
Fredlund, T., Airey, J. & Linder, C. (2012). Choosing appropriate resources : investigating students’ scientific literacy. ECER 2012. External link [More information]
Fredlund, T., Airey, J. & Linder, C. (2012). Critical aspects of scientific phenomena -- to the fore, in the background, or not present in scientific representations. . [More information]
Fredlund, T. (2010). Exploring Representations in Physics Teaching and Learning. . [More information]
Fredlund, T. (2010). Multimodality in Students Physics Discussions. . [More information]
Fredlund, T. & Linder, C. (2010). Naturvetarnas ‘språk’ : användandet av figurer, artefakter, ekvationer och ord i studentdiskussioner om fysikaliska fenomen. . External link [More information]

Licentiate thesis

Fredlund, T. (2013). Exploring physics education using a social semiotic perspective : the critical role of semiotic resources. Lic.-avh. (sammanfattning), 2013. Uppsala: Uppsala universitet. 146 s. External link [More information]
Published by: Ann-Charlotte Wikström Page responsible: Camilla Niss Updated: 2021-10-20
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