Professor Steve Alsop tilldelas Svend Pedersen Lecture Award för år 2016 med följande motivering:

Professor Steve Alsop är en internationellt erkänd forskare i naturvetenskapsämnenas didaktik. Hans banbrytande forskning om affekt, känslor och motivation i undervisning och lärande inom naturvetenskap har haft en stor och varaktig betydelse för området och för utvecklingen av forskningen vid Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, Stockholms universitet. Med sin lärobok Analysing exemplary science teaching: theoretical lenses and a spectrum of possibilities for practice  har professor Alsop berikat också blivande lärare i naturvetenskap med sitt tänkande.

Professor Jill Adler tilldelas Svend Pedersen Lecture Award för år 2015 med följande motivering:

Professor Jill Adler, University of the Witwatersrand i Johannesburg, Sydafrika och Kings College i London, är mottagare av 2015 års Svend Pedersen Lecture Award i matematikämnets didaktik vid Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik. Svend Pedersen Lecture Award delas ut årligen till en forskare, som har gett ett stort och varaktigt bidrag till institutionens forskning och lärarutbildning.

Jill Adler har tidigare verkat som lärare i matematik i gymnasieskola och vuxenutbildning, samt vid lärarutbildning i matematik och fortbildning av verksamma matematiklärare. Hon har också utvecklat material för distansutbildning. Hennes erfarenheter från praktiken bär hennes forskning och undervisning på universitetet. Hon var vice ordförande för ICMI (2003-2009) . Hennes forskning, särskilt om undervisning i matematik i flerspråkiga klassrum, och professionell utveckling av matematiklärare har under många år inspirerat oss på institutionen för matematik och naturvetenskaplig utbildning.


Professor Russell Tytler tilldelas Svend Pedersen Lecture Award för år 2014 med följande motivering:

Professor Russell Tytler is an internationally recognized science education researcher. With a background as a secondary science teacher, Professor Tytler’s research shows a deep engagement with the teacher profession and a care for the student. In his work he has managed to show how teacher professional development successfully can draw on educational research. His studies and curriculum reform work is in the forefront, modelling teaching and learning in new ways to support teachers’ daily work together with their students. His research spans from interviews with students of their experiences to classroom studies of how various representations can sustain the progression and interest of students. Professor Tytler has a long history of collaboration with Swedish colleagues, and his work has been a continual inspiration for research and teacher education at the Department of Mathematics and Science Education at Stockholm University.

Professor Simon Goodchild tilldelas Svend Pedersens utmärkelse för år 2013 med följande motivering:

For many years Simon Goodchild, Professor at the Department of Mathematical Sciences, University of Agder in Kristiansand, Norway, has been involved in the development of Research School in Mathematics Education at Agder and his courses have inspired mathematics education PhD students across Sweden and at Stockholm University´s Department of Mathematics and Science Education in particular. Goodchild is particularly well-known for his work in the Nordic Graduate School in Mathematics Education – NoGsme – and its summer schools for PhD-students. Lately Goodchild has been a member of the Scientific Board for teacher education at Stockholm University.

Goodchild’s research interest lays in theories of learning and teaching mathematics as well as methodological issues. He has undertaken mathematics education research in fields as diverse as mathematics teacher development and classroom studies, and, together with Lynn English, edited in 2002 an important and critically well-received book on classroom research methodology: Classroom research in mathematics education: A critical examination of methodology. As author of articles and books in the area he has considerably influenced mathematics education at Stockholm University.


Dr. Doris Ash tilldelas Svend Pedersens utmärkelse för år 2012 med följande motivering:

Dr. Doris Ash (University of California, Santa Cruz) is an internationally renowned researcher within the field of science education. Over the past 20 years her research has focused on science learning, both in and out of the classroom, working with culturally and linguistically diverse students and families. Dr. Ash’s work has been a great inspiration to the Swedish science education researchers, especially her investigations on learning in informal environments such as museums, science centers and aquariums. She has made a pioneering work on understanding how social groups make sense of science in these contexts, specifically revealing the significance of inquiry dialogic skills and thematic content used in conversations about science topics. Throughout her research and commitment to equity and access to science learning, she has made a long and lasting contribution to the field of science education.

Presentation Doris Ash

Professor Marja van den Heuvel-Panhuizen mottog Svend Pedersens utmärkelse för år 2011 med följande motivering:
“Professor Marja van den Heuvel-Panhuizen (Faculty of Science, Department of Mathematics, Freudenthal Institute for Science and Mathematics, Utrecht University) is involved in the development of the theory and practical implications of Realistic Mathematics Education. Her research interest lay in the learning and teaching of mathematics in early childhood and primary school.

For a long time Marja van den Heuvel-Panhuizen has inspired mathematics educators in Sweden, and for us at the Department of Mathematics and Science Education, Stockholm University, especially in assessment and test development. She has produced research in mathematics education in different fields, assessment, longitudinal learning - teaching trajectories for mathematics, professional development of teachers/mathematics coordinators, gender differences in mathematics education, high achievers in mathematics. As author of several articles and books in the area she has considerably influenced mathematical education at Stockholm University.”

Hela föreläsningen

Dr Eduardo Mortimer har mottagit Svend Pedersens utmärkelse för år 2010 med följande motivering:
”Dr Eduardo Fleury Mortimer (Universidade Federal de Minas Gerais) is an internationally noted researcher within the field of science education. He has been a guest professor and researcher at the University of Leeds, Washington University in St Louis, and the Institut national de recherche pédagogique, Lyon. The work of Dr Mortimer has been a great inspiration to Swedish science education researchers, especially his work on classroom interaction, language and learning in science. He has made pioneering work on the significance of social processes in classroom communication and concept growth, studies of teacher-student dialogue, classroom epistemologies, teacher authority, argumentation, and emotions. Through the book Meaning Making in Secondary Science Classrooms, which is a standard in science teacher education courses at Stockholm University, he has made a long and lasting impact on Swedish science teachers.”

Prisföreläsning: Conceptual Profiles: a theory of teaching and learning scientific concepts
”In this lecture I will present the theory of conceptual profiles and its consequence for teaching and learning scientific concepts. The theory is based on the assumption that central concepts in science are polysemous, dispersed through several zones, each one applied with success to different contexts, including everyday and scientific. Conceptual profiles are integrated into a theoretical framework which treats science learning as learning the social language of school science through classroom discursive interactions, analyzed from a sociocultural perspective (Mortimer and Scott, 2003). The conceptual profile theory conceives learning as involving two interwoven processes: (1) enriching an individual’s conceptual profile (a cognitive process); (2) becoming aware of the multiplicity of modes of thinking that constitutes the profile as well as of the contexts in which they can be applied with pragmatic value (a metacognitive process) (El-Hani and Mortimer 2007).

In this lecture I will first discuss how concepts are understood in the conceptual profile theory. This will take us to the heart of the theory, a treatment of conceptual profiles as models of the heterogeneity of thought and language. Then, I will exemplify conceptual profiles by considering the modeling of a specific concept, namely, heat. Finally I will discuss some implications of this theory for the professional developments of science teachers.”

2009 års pristagare av Svend Pedersen Lecture Award blev Professor Stephen Lerman vid London South Bank University.

Motiveringen lyder:
”Professor Stephen Lerman (London South Bank University) is a former president of PME and former Chair of the British Society for Research in Learning Mathematics. His main interest over the last 20 years has been sociocultural perspectives on teaching and learning mathematics and he is author of several articles and books in the area including Cultural Perspectives on the Mathematics Classroom (Kluwer).

For a long time Stephen Lerman has inspired mathematics educators in Sweden; especially at the former Stockholm Institute of Education and these days at the Stockholm University. He has produced a lasting impact on research in mathematics education by taking an important and active part in the discussion about different theoretical perspectives in the field. Doing this he has enhanced the shift in mathematics education towards communication, discourse, and sociocultural theories in general. His empirical work concentrates on developing research tools to analyse classroom teaching and learning. He is currently working with sociological theory in studying aspects of mathematics education. As author of several articles and books in the area he has considerably influenced mathematics education research at Stockholm University.”

2008 års pristagare av Svend Pedersen Lecture Award blev professor Nancy Brickhouse vid School of Education, University of Delaware.

Motiveringen lyder:
”Professor Nancy W. Brickhouse has produced research broadly in science education, for instance on the nature of science and on teachers beliefs about science teaching. Particularly she has conducted outstanding and seminal research on young girls’ construction of their identities in relation to science. Her studies have encompassed what happens at home as well as in school and the ways in which gender influences girls’ scientific engagement in different contexts. The contexts have varied from elementary girls’ reading of science books to young women at an urban vocational high school. In her studies she has discussed what it means to participate in science and how that relates to a just society. Her writing has significantly influenced science education research at Stockholm University and so also our science education programs.”
Professor Nancy Brickhouse vid School of Education, University of Delaware

2007 års pristagare av Svend Pedersen Lecture Award blev professor Wynne Harlen.

Prisföreläsningen hade titeln ”Constructivism, inquiry and formative assessment in school science education”.

2006 års pristagare av Svend Pedersen Lecture Award blev professor Douglas A. Roberts vid University of Calgary.

Prisföreläsningen handlade om Scientific literacy ”Att lära sig naturvetenskap och att bli naturvetenskapligt allmänbildad: perspektiv från klassrumstudier”.
 Föreläsningens innehåll (abstract) (63 Kb)

2005 års pristagare av Svend Pedersen Lecture Award blev professor Joan Solomon, University of Plymouth, U.K.

Prisföreläsningen hade titeln "Science Education as a cultural entity: teaching-metaphors and the emergence of environmental spirituality".