Dr Margareta Enghag

Email: margareta.enghag@mnd.su.se
Mobile: +46730481846
Phone: +4612076624
Address: Department of Mathematics and Science EducationStockholm University, 10691 Stockholm, Sweden


My research area is teaching and learning in the physics classroom. I study communication patterns on how teachers’ communicative approaches, and student small group work discourse produce meaning making and learning during activities as practical work and problem solving. I also study use of disciplinary representations and how students deal with multimodality as diagram, graphs, animations, simulations and other ICT resources. I use both qualitative and quantitative methods in analysing the learning environment and the disciplinary discourse from a student ownership, learning and activity perspective. In a new project about nanoparticles in consumer products as a socioscientific issue, the aim is that in high school physics connect to nanotechnology to study how it provides the opportunity for young people to follow how scientific knowledge is negotiated between the different interest groups in society. It links the research questions of how young people use scientific knowledge to relate to different types of risks in our high-tech society. I work in my projects with teachers working in school/college.Dissertation Two dimensions of student ownership of learning during small-group work with miniprojects and context rich problems in physics Mälardalen University2007 See abstract in English Research collaboration
  • Representations and knowledge: Cedric Linder, Uppsala University See info
  • Context Rich Problems in Physics – Problem building och problem solving: Peter Gustafsson, Mälardalen University, Gunnar Jonsson, Karlstad University, Sylvia Benckert, Sune Pettersson, Umeå University (VR Context and Conversation 2003 – 2007 )
  • To talk and write in science education: Birgitta Norberg Brorson, Mälardalen University EU-projektet S-TEAM Science Teacher Education Advanced Methods
  • Practical work in physics for upper secondary school – a longitudinal study Jan Andersson, Gunnar Jonsson, Kjell Magnusson Karlstad University
  • Nanoscience as socioscientific issue - Risk perception as an entrance to subject studies in senior high school (in Sweden and Australia). Linda Schenk, KTH Risk perception Clare Christensen, Griffith University, Brisbane, Australia Risk Education
  • Jan Andersson, Karlstad University The role of laboratory work in physics
Publications in peer-reviewed journals
  • Karlsson, C., Enghag, M., Schenk, L. , & Wester, M.(in press) Extending our understanding of nanotechnology: University students’ perception and argumentation concerning nano materials in consumer products Journal of Nano Science Education
  • Norberg Brorsson B., & Enghag, M. & Engström, S. (in press) Oral Communication during a Lesson on Energy Sources in Grade 5 Nordina
  • Enghag, M., Forsman, J., Linder, C., MacKinnon, A., & Moons, E. (2013) Using a disciplinary discourse lens to explore how representations afford meaning-making in a typical wave physics course. International Journal of Science and Mathematics Education 11 (3), 625-650
  • Enghag, M., Gustafsson, P., & Jonsson, G. (2009) Talking Physics during Small-Group Work with Context-Rich Problems - Analysed from an Ownership Perspective. International Journal of Science and Mathematics Education, 7 (3), 455-472
  • Enghag, M., & Niedderer, H. (2008) Two Dimensions of Student Ownership of Learning During Small-Group Work in Physics. International Journal of Science and Mathematics Education 6:629-653
  • Enghag, M., Gustafsson, P., & Jonsson, G. (2007). From everyday life experiences to physics understanding occurring in small group work with context rich problems during introductory physics work at university. Research in Science Education, 37:449-467
  • Jonsson, G., Gustafsson, P, & Enghag, M. (2007) Context rich problems as an educational tool in physics teaching – a case study. Journal of Baltic Science Education 2 (7) (2007) 26-34
  • Enghag, M., & Niedderer, H. (2005). Physics learning with exploratory talks during a miniproject - a case study of four girls working with electric circuits, Journal of Baltic Science Education,1(7), (5-11)



Nano i Karlsbergsgymnasiet

Syftet med projektet är att bidra till en naturvetenskaplig utbildning som ger studenterna en bro mellan förståelsen av nanovetenskap i fysik och förmågan att kunna göra riskbedömningar och ta ställning i frågor om risk och nytta...

Context and cooperation in physics teaching in regard to group discussions with context-rich problems

The aim is to understand how the use of group discussions with context-rich problems, both at university level and secondary school level, affects students' interest in physics, how their problem solving process is visible and also their understanding of physical concepts. The...

Collaborating with

Hamza, Karim

My research concerns the development of empirically grounded didactic (in the sense of ‘belonging to the teacher profession' or ‘teacher science') tools or models that may be of use to science teachers in their day-to-day practice. Such "tools for teaching" may range from spec...


Last updated on 2017-16-06 at 11:14