Research presentation
Tobias Fredlund
Senior lecturer
Research subject: Curriculum studies
Research domain: Educational Science
Email: tobias.fredlund@hig.se
Telephone: +46 73 700 08 17
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
Fredlund, T., Remmen, K. & Knain, E. (2024). The epistemological commitments of modes : Opportunities and challenges for science learning. Visual Communication, 23 (1), 97-118. 10.1177/14703572211038991
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Fäldt, Å. & Fredlund, T. (2023). The gyroscopic effect and moment of inertia. Physics Education, 58 (2). 10.1088/1361-6552/aca73a
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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
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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
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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
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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
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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
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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
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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
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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.
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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.
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Conference papers
Fredlund, T. & Erik, K. (2019). Science students' noticing of appropriate frames. .
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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.
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Suhr Lunde, M., Mathiassen, K., Fredlund, T. & Knain, E. (2018). Representations and Students Teachers’ Experiences from Teacher Practice. .
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Knain, E., Remmen, K. & Fredlund, T. (2018). Representations in students’ argumentation on SSI. .
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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.
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Fredlund, T., Knain, E. & Larsen Furberg, A. (2018). Using representations to learn about the greenhouse effect. .
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Suhr Lunde, M., Mathiassen, K., Fredlund, T. & Knain, E. (2017). Lærerstudenters erfaringer med bruk av representasjoner i praksis. .
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Knain, E., Fredlund, T. & Larsen Furberg, A. (2017). Making the invisible visible across modes and representations. .
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Fredlund, T., Knain, E. & Larsen Furberg, A. (2017). Teaching science using underdetermined representations : Illustration and implications. .
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Knain, E., Remmen, K. & Fredlund, T. (2017). The role of representations in students' argumentation on SSI. .
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Fredlund, T., Knain, E. & Larsen Furberg, A. (2017). The transition from naturalistic to theoretical representations of the greenhouse effect. .
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Fredlund, T., Knain, E. & Remmen, K. (2017). Two central aspects of sign-making for the learning of science : differentiation and integration. .
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Fredlund, T., Linder, C. & Airey, J. (2014). Exploring knowledge representation in terms of the enactment of idealized patterns of disciplinary-relevant aspects. .
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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.
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Airey, J., Eriksson, U., Fredlund, T. & Linder, C. (2014). On the Disciplinary Affordances of Semiotic Resources. IACS-2014 Book of abstracts. P. 54-55.
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Fredlund, T., Linder, C. & Airey, J. (2014). Reverse rankshift : Towards an appreciation of the disciplinary affordances of representations. .
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Airey, J., Eriksson, U., Fredlund, T. & Linder, C. (2014). The Concept of Disciplinary Affordance. .
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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.
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Fredlund, T. (2013). Learning science and the selection of apt signifiers : an example from physics. .
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Fredlund, T. & Linder, C. (2013). Making physics learning possible : exploring a variation perspective on representations. .
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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. .
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Fredlund, T., Airey, J. & Linder, C. (2012). Choosing appropriate resources : investigating students’ scientific literacy. ECER 2012.
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Fredlund, T., Airey, J. & Linder, C. (2012). Critical aspects of scientific phenomena -- to the fore, in the background, or not present in scientific representations. .
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Fredlund, T. (2010). Exploring Representations in Physics Teaching and Learning. .
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Fredlund, T. (2010). Multimodality in Students Physics Discussions. .
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Fredlund, T. & Linder, C. (2010). Naturvetarnas ‘språk’ : användandet av figurer, artefakter, ekvationer och ord i studentdiskussioner om fysikaliska fenomen. .
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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.
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