Emelie Patron

Dados Biográficos

ID9527016
NOMEEmelie Patron
PRENOMESEmelie
SOBRENOMEPatron
ASSINATURAPATRON E
AFILIAÇÕESLinnaeus University
ORCID0000-0002-9193-943X
VERIFICADOSim
TOTAL DE OBRAS4
TOTAL DE CITAÇÕES0
TOTAL COMO AUTOR4
TOTAL COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO2021
ANO MAIS RECENTE DE PUBLICAÇÃO2026
ÍNDICE H0

  • Students’ Experiences of Teachers’ Ways of Unpacking Visual Representations in the Context of Intermolecular Forces

    Open AccessEmelie Patron, Cedric Linder et al.ARTICLEScience Education2026

    This is the third article in a series, emanating from a project that used social semiotics and phenomenography to explore the role visual representations play in the teaching and learning of chemistry. Building on our earlier work that identified five qualitatively different ways that teachers may use to unpack visual representations in their introductory classes at upper secondary school when dealing with intermolecular forces, this article deal…

  • An Exploration of How Multimodally Designed Teaching and the Creation of Digital Animations can Contribute to Six-Year-Olds’ Meaning Making in Chemistry

    Open AccessEmelie Patron, M Wernholm et al.ARTICLEEducation Sciences2024

    Previous research shows that pupils’ participation in educational activities increases when they are allowed to use several forms of expression. Furthermore, digital media have become increasingly prominent as “carriers” of meaning in chemistry education. Based on that, this paper aims to explore ‘what is happening’ and ‘what is possible’ when six-year-old pupils participate in multimodally designed learning activities and create digital animatio…

  • Young Pupils’ Joint Creation of Multimodal Fairy Tales Using Analogue and Digital Resources

    Open AccessM Wernholm, Kristina Danielsson et al.ARTICLEEducation Sciences2023

    The present study aimed to explore ‘what’s happening’ and ‘what’s possible’, when young pupils jointly create multimodal texts in small groups. This was achieved by studying the process when pupils in a grade 2 classroom (i) created handwritten fairy tales, (ii) drew images, and then, (iii) transformed them into animated multimodal texts using a digital application during three small-group activities. Data comprises video recordings, pupils’ mult…

  • Qualitatively different ways of unpacking visual representations when teaching intermolecular forces in upper secondary school

    Open AccessEmelie Patron, Cedric Linder et al.ARTICLEScience Education2021

    Since visual representations play a particularly important role in the teaching and learning of chemistry, the exploration described in this article focuses on them. This is an explorative study of the qualitatively different ways that visual representations can be unpacked by Swedish upper secondary school chemistry teachers dealing with intermolecular forces. Unpacking is characterized as the ways that visual representations get used to open up…