GUPEA

Recent Submissions

• Stilimprovisation på orgel

  (2026-06-12) Anton Hasselberg; University of Gothenburg/Academy of Music and Drama; Göteborgs universitet/Högskolan för scen och musik

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  I det här arbetet utforskas två tillvägagångssätt med syftet att uppnå en högre improvisationsfärdighet, specifikt inom den stilistiska sfär som exemplifieras av den italienska konserten. De två tillvägagångssätten utgörs dels av analys och instudering av Johann Gottfried Walthers Konsert i b-moll, dels av ett närmande av partimentopedagogikens grundläggande övningar och tankesätt. De två sätten kompletterade varandra väl där Walthers musik konkret kunde visa på hur specifika figurationer kan användas medan partimentopedagogiken gav exempel på hur viktig den underliggande harmoniken är för att det ska låta stilistiskt korrekt. Tre olika improvisationer har dokumenterats under processen och analysen och reflektionerna av dessa utgör den konstnärliga grundstommen i arbetet. I den reflekterande delen begrundas den förberedda improvisationens relation till komposition där möjligheten till ”tillrättaläggning” belyses som en väsentlig skillnad. Avslutningsvis betonas att en improvisations funktion är mycket relevant vid dess bedömning. Om en improvisation genomförs som ett avslutningsstycke vid en gudstjänst är det dess karaktär, inte dess stiltrogenhet, som avgör om den är lyckad eller ej.

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• Lycksalighetens ö. : sagospel i fem äfventyr /

  (1903) Atterbom, Per Daniel Amadeus,

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• ”En tröskel in i ämnet” - Biologilärares beskrivningar av flerspråkiga elevers språkliga utmaningar och lärarnas undervisningsstrategier i gymnasiets biologiundervisning

  Soueidan, Wassim; Department of Biological and Environmental Sciences; Institutionen för biologi och miljövetenskap

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  This study examines how upper secondary biology teachers perceive the linguistic challenges multilingual students encounter in biology education, and which teaching strategies teachers use to support students' understanding of the scientific language of biology. The study has a qualitative design with a phenomenographic orientation. Data were collected through semi structured interviews with five biology teachers working at two upper secondary schools in the Gothenburg region, and the material was analysed through thematic analysis. The results show that teachers perceive the linguistic challenges as multidimensional and deeply intertwined with subject content. The main challenges concern the conceptual density and abstract nature of biology, words with different meanings in everyday- and scientific language, the need for precision in biological explanations and the gap between students' oral and written abilities. Teachers report using strategies such as explicit concept teaching, laboratory work, multimodal resources and oral activities, alongside a permissive attitude towards students' multilingual resources. However, these strategies appear to be largely experience-based rather than systematically planned. Translanguaging emerges as an area of underused potential, where teachers tend to allow rather than actively plan for students' multilingual resources. The study also identifies a gap between the forms used in teaching and what is formally assessed. Language-developing work is further constrained by structural factors such as lack of time, insufficient teaching materials, and limited collegial collaboration.

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• Biologielevers syn på modern genetik - Undervisning av modern genetik från svenska biologielevers perspektiv

  Palmgren, Felix; Department of Biological and Environmental Sciences; Institutionen för biologi och miljövetenskap

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  Modern genetics is considered one of the most complex areas of biology taught in Swedish upper secondary education. Previous research has shown that the subject is perceived as difficult due to its abstract nature, high level of complexity, and the extensive amount of concepts and information students are expected to learn. In addition, many genetic concepts, processes, and mechanisms have overlapping names, functions, and descriptions, which may further complicate students’ understanding. At the same time, a solid understanding of modern genetics is essential for comprehending other areas of biology, such as evolution and genetic engineering, and is increasingly important for students’ future studies and participation in societal discussions related to biotechnology and genetic modification. The aim of this qualitative interview study was to investigate upper secondary students’ perceptions of why modern genetics is difficult to understand and how teaching can be designed to support understanding. The study was conducted with seven students from a Swedish upper secondary school. Data were collected through semi-structured interviews and analysed using thematic analysis. The results indicate that students primarily perceived modern genetics as difficult because of its abstract concepts and processes, as well as difficulties visualising genetic mechanisms. Students also described how teaching methods and educational resources could sometimes contribute to confusion, particularly when visual aids lacked clear explanations, were overly complex, or used a language other than the students’ native language. At the same time, visual aids such as images, animations, and physical models were perceived as important tools for concretising and visualising genetic concepts and processes. Furthermore, the findings suggest that students perceived teacher centred instruction as particularly important for introducing topics and establishing foundational understanding, provided that the teaching was well-structured and supported by visual aids. Student-centred learning, on the other hand, was perceived as beneficial for developing deeper understanding and reinforcing knowledge through active processing and application. The study therefore indicates that teaching in modern genetics should incorporate variation in instructional approaches, clear structure, and carefully considered use of visual learning resources.

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• Fysisk och psykisk hälsa i biologiundervisning - elevers erfarenheter och behov

  Odh, Elin; Department of Biological and Environmental Sciences; Institutionen för biologi och miljövetenskap

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  The purpose of this study was to investigate upper secondary students’ experiences of teaching about physical and mental health in biology education. The study was conducted in a swedish context and is relevent because of previous research has shown connections between students’ mental health and school performance. It also has been shown an increase in psychosomatic symptoms among young people. In addition, physical and mental health have been given a more central place in biology curriculum through Gy25. Gy25 refers to the revised Swedish upper secondary school curriculum introduced in 2025. The study was conducted as a qualitative study using semi-structured interviews. The participants were upper secondary students in their first and third year from a science based program. The collected material was analysed through thematic analysis according to Braun & Clarke. What the study showed was that the students experienced an imbalance between physical and psychological education, where content about physical health were given more space. The students also described that the teaching as superficial and fact-based, with limited connections to their everyday lives and experiences. At the same time, the students expressed a need for more practical, relevant and meaningful teaching. Variation, student-active approaches and the teacher’s attitude were seen as key factors in contributing to meaningful teaching. The result of the study gives implications to biology teachers. For example regarding the importance of relating the content more clearly to students’ own lives and experiences. The results are also in line with previous research highlighting the importance of relevance, variation and student activity in science education.

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