Forskarpresentation
Tobias Fredlund
Universitetslektor
Forskningsämne: Didaktik
Forskningsområde: Utbildningsvetenskap
E-post: tobias.fredlund@hig.se
Telefon: 073-700 08 17
Ett av Tobias Fredlunds intresseområden är hur olika kommunikationsformer påverkar undervisning och lärande. Han är särskilt intresserad av hur exempelvis språk, bilder och gester kompletterar varandra i lärares och elevers betydelseskapande. Framför allt berör hans forskning undervisning och lärande i naturvetenskapliga ämnen.
AKTUELL FORSKNING
Just nu deltar Tobias Fredlund i forskningsprojektet DesDiNaTe. Projektet är praktiknära och forskare och förskollärare samarbetar för att förbättra undervisning och lärande om naturvetenskap/teknik, miljöfrågor och hållbar utveckling.
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Artiklar
Vetenskapliga artiklar, refereegranskade
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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Doktorsavhandling
Fredlund, T. (2015). Using a Social Semiotic Perspective to Inform the Teaching and Learning of Physics. Diss. (sammanfattning), 2015. Uppsala: Acta Universitatis Upsaliensis. 178 s.
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Kapitel i böcker
Fredlund, T., Airey, J. & Linder, C. (2013). Att välja lämpliga semiotiska resurser. Scientific literacy : teori och praktik. Malmö: Gleerups Utbildning AB. S. 59-70.
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Konferensbidrag
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. S. 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. S. 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. S. 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. S. 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. S. 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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Licentiatavhandling
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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