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- Chang Rundgren, Shu-Nu, 1975-, et al.
(författare)
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Enhancing science teachers’ professional knowledge on inquiry-based science teaching.
- 2015
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Ingår i: II IOSTE Eurasian Regional Symposium & Brokerage Event Horizon 2020 – Science with and for Society.. - Istanbul : Bahcesehir University. - 9786053553915 ; , s. 30-30
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Konferensbidrag (refereegranskat)abstract
- Inquiry-based science education (IBSE) has been addressed in science education internationally during the past decades, and the new Swedish curriculum from 2011 also emphasize the need to develop students’ inquiry skills. However, to what extent school teachers in Sweden have developed their professional knowledge on IBSE has only been focused in a small number of studies in Sweden and it was found that in-service teachers were not well-informed about the ideas of IBSE (Lunde, Rundgren, & Chang Rundgren, 2015). Therefore, in the PROFILES project in Sweden, we could create time and space for in-service teachers to develop and reflect on IBSE. The purpose of this presentation is to share our experiences on the development of PROFILES with in-service science teachers (primary and lower secondary school levels) in Sweden during year 2012 to 2014. A model termed context-inquiry-assessment (CIA) continuously professional development (CPD) is introduced in the presentation together with suggestions on different teacher professional development approaches (e.g. design-based, learning study and action research) (Chang Rundgren, in press) as well as the detailed professional reflection on pedagogical content knowledge (PCK). References Lunde, T., Rundgren, C-J, Chang Rundgren, S. N. (2015) När läroplan och tradition möts – hur högstadielärare bemöter yttre förväntningar på undersökande arbete i naturämnesundervisningen. NorDiNa (Nordic Studies in Science Education) 11(1) 88-101.Lunde, T. (2014). När läroplan och tradition möts. Om lärarfortbildning och undersökande aktiviteters syfte inom den laborativa NO-undervisningen i grundskolans senare del. Licentiate Thesis. Karlstad University Studies 2014:42. ISBN 978-91-7063-577-9
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| 2. |
- Chang Rundgren, Shu-Nu, 1975-, et al.
(författare)
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Experience-Based Teaching and Learning of Socioscientific Issues
- 2012
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Konferensbidrag (refereegranskat)abstract
- With the emergence of socioscientific issues (SSIs) like GMO, global warming and the use of nuclear power plants, SSI-research has become one of the main trends in science education. During the past decade, researchers indicate that SSIs are suitable contexts to promote students’ argumentation skills, to achieve the goal of scientific literacy and even to enhance students’ learning interests toward sciences. Evidently, SSI-research shows the importance of its continuation. To date, most of the research focuses on how students’ argue in different SSI topics, but this paper highlights the importance of shifting the main focus from individual student’s argumentation on SSIs to teaching contexts. The SEE-SEP model (with six subject areas and three aspects of value, knowledge and personal experiences) was developed to analyze the resources of students’ supporting reasons in their argumentation. From former research using the SEE-SEP model, it was disclosed that the value aspect dominated students’ argumentation on different SSIs. We argue that, if value-laden argumentation is an essential part of SSI-teaching, teachers need to work on engaging students with various forms of experiences (from low to high authenticity) to develop students’ values towards SSIs. Hence, an experience-based SSI teaching and learning model is suggested in the paper to develop students’ different values on SSI topics, which can contribute to their interests in SSIs as well as competency as citizens of our future society.
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| 3. |
- Chang Rundgren, Shu-Nu, 1975-, et al.
(författare)
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Learning about flood risk : comparing the Web-based and physical flood-walk learning environment
- 2015
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Ingår i: Asia-Pacific Forum on Science Learning and Teaching. - : Asia-Pacific Forum on Science Learning and Teaching. - 1609-4913. ; 16:1
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Tidskriftsartikel (refereegranskat)abstract
- Numerous of sustainable development related challenges are emerging today, e.g. flooding problems. Our group has developed ‘the flood walk’ project since 2010 to convey flood risk knowledge in an authentic context. Considering the limitation of time and space to educate people the flood risk knowledge, we tried to transform the physical flood walk field trip into a Web-based virtual trip. In this study, we aim to examine whether the Web-based flood-walk environment can help participants to achieve the same learning outcome as its authentic counterpart. A total of 65 upper secondary school pupils participated in this study. The results illustrate that a physical experience is irreplaceable, and the importance of providing physical experiences for learners in both formal and informal education needs to be emphasised.
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| 4. |
- Chang Rundgren, Shu-Nu, 1975-, et al.
(författare)
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Making Chemistry Education Relevant through Mass Media
- 2015. - 1
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Ingår i: Relevant Chemistry Education. - Rotterdam : Sense Publishers. - 9789463001748 - 9789463001731 - 9789463001755 ; , s. 205-218
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In today’s society, mass media plays an important role in our life. In addition toschool education, people receive scientific knowledge from mass media to a greatextent. Within chemistry, the information, for example, concerning food chemistry,crime investigation, environmental toxins and local mining issues, pervades massmedia. Today, all the above-mentioned issues are termed socio-scientific issues(SSI), which are seen as suitable contexts to promote scientific literacy and citizeneducation in the global age. In addition to the importance of noticing the emergingSSI in mass media, both of SSI and media have been found useful in enhancingstudents’ learning in sciences, especially at the moment of facing the presentphenomenon concerning students’ low interest in science revealed internationally,in particular among developed countries (e.g. Sweden). Therefore, it is a majortask now for us, as science educators, to put effort on motivating students’ interestin science, and we believe the combination of SSI and mass media can enhancestudents’ interest through making science relevant. In this chapter, the importanceof SSI-based teaching linking to the meaning of relevance is introduced as a visionthat science teachers need to be aware of and develop further. Further, we arguewhy mass media can contribute to making chemistry education relevant forstudents based on research evidence. Two examples of SSI-teaching approaches,based on local SSI topics discussed in mass media in Taiwan and Sweden, arepresented to benefit teaching practices. The implication to teacher education isalso discussed.
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| 5. |
- Chang Rundgren, Shu-Nu, 1975-, et al.
(författare)
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Pre-service teachers’ awareness on the teaching strategies involving socioscientific issues, inquiry-based science education to enhance socioscientific inquiry-based learning.
- 2016
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Ingår i: ERIDOB 2016. ; , s. 73-73
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Konferensbidrag (refereegranskat)abstract
- Together with Inquiry-Based Science Education (IBSE), teaching and learning about SocioScientifis Issues (SSI) and the related argumentation skill (termed informal ar-gumentation or SSI-argumentation) are emerging and hot research topics in science education internationally during the past decades. Embedding the four important concepts regarding Responsible Research and Innovation (RRI), Citizenship Educa-tion (CE), SSI and IBSE for the education in modern society, the teaching strategy of SocioScientific Inquiry-Based Learning (SSIBL) is generated and recognized by the European Commission to promote in teacher education and apply in school educa-tion. The presentation is based on an EU FP7 project, PARRISE (No. 612438), aiming to develop TPD courses to enhance pre- and in-service teachers’ competence on teaching students’ SSIBL in formal and informal education from primary to upper secondary education levels. The purpose of this presentation is to demonstrate a design of a SSIBL TPD course (with a focus of RRI, SSI, IBSE and CE concepts) for a group of pre-service teachers at primary education level. Further, the pre-service teachers’ awareness on teaching strategies involving SSI, IBSE to enhance SSIBL is investigated with the main research questions including: 1. What are the pre-service teachers’ awareness of SSI and IBSE teaching? 2. What are the re-service teachers’ awareness of SSI, IBSE and SSIBL teaching after the SSIBL TPD course? 3. What are pre-service teachers’ general feedback on the SSIBL TPD course? Through the pre- and post-test with quantitative Likert-Scale questionnaire survey, the results showed that the 26 pre-service teachers’ confidence on SSI, IBSE and SSIBL teaching strategies were increased and need for further education was decre-ased, both with significantly differences (p < 0.05) after the SSIBL TPD course. Also, the general feedback on the SSIBL course was positive as well.
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| 7. |
- Chang Rundgren, Shu-Nu, 1975-, et al.
(författare)
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SSI pedagogic discourse : embracing scientific media literacy and ESD to face the multimedia world.
- 2014
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Ingår i: Science education research and Education for sustainable development. - Aachen : Shaker Verlag. - 9783844031508 ; , s. 157-168
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Konferensbidrag (refereegranskat)abstract
- In this science and technology dominated society, the complex interrelationship of science, technology, environment and society has been noticed during the past 30 years. In line with this phenomenon, socioscientific issues (SSI) are not only emerging in the research field of science/environmental education, but also discussed in our everyday multimedia world. This year is the last year of the UN Education for Sustainable Development (ESD) decade (year 2005 to 2014), it is time to reflect upon what we have done and how we ought to continue in the next step. Therefore, in this presentation, firstly, we will address the important relationship of scientific literacy (SL), ESD, SSI and science media literacy (SML) in the modern society. Secondly, based on the aforementioned important relationship of SML, ESD and SSI, a model of SSI pedagogic discourse is presented to contribute to school education. The implications to ESD, media, science and citizen education are delineated.
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| 8. |
- Chang Rundgren, Shu-Nu, 1975-, et al.
(författare)
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What are we aiming for?—A Delphi study on the development of civic scientific literacy in Sweden
- 2017
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 61:2, s. 224-239
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Tidskriftsartikel (refereegranskat)abstract
- Based on the EU FP 7 project PROFILES, this article presents our findings from a three-round Delphi study conducted in Sweden which aimed at establishing a consensus on how science education should be developed for citizens to enhance civic scientific literacy. A total of 100 stakeholders (9th graders, school teachers, scientists and science education researchers) were involved in our Delphi study in 2012–13. The results revealed that there were some highly ranked consensus ideas: environmental issues, inquiry skills, motivation/interest and holistic comprehension were all in line with conclusions drawn elsewhere in the literature and ideas within the PROFILES project itself. However, we also found that there were some mismatched aspects of our Delphi study and the Swedish curriculum. The conclusions of our research imply the importance of involving different stakeholders in the educational reconstruction process; we suggest that the school teacher in particular should play a vital role.
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