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- Chang Rundgren, Shu-Nu, 1975-, et al.
(författare)
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Analyzing students’ use of reasons in arguing socioscientific issues through the SEE-SEP model.
- 2011
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Konferensbidrag (refereegranskat)abstract
- Socioscientific issues (SSIs) are proved as good contexts to make learners achieve the goal of scientific literacy and to enhance skills of argumentation worldwide. Research has found that reasons from various resources are involved in students’ argumentation on SSIs and also shows that multi-perspective involvement of reasoning is important for the quality of argumentation. To study whether students could use reasons from multi-resources in arguing SSIs, we adopt a model termed SEE-SEP to analyze 208 Swedish upper secondary students’ written arguments on SSIs including global warming, GMO, nuclear power and consumption. The results disclosed that (1) social-science majors and females generated more numbers of reasons and also showed multi-disciplinary reasons; (2) the aspect of value was found used most in students’ argumentation without differences among study backgrounds and genders; (3) reasons from the subject area of science were presented most in the topic of nuclear power and GMO, also without differences among study backgrounds and gender; (4) reasons from the subject area of ethics/morality were generated less among the four SSIs, but relatively, females provided more than males; (5) personal experience were involved far less than the aspects of value and knowledge, especially in the topics of global warming, GMO and nuclear power, in which, the subject area of economy was also presented less. The implications to SSI research and teaching are discussed.
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| 4. |
- Chang Rundgren, Shu-Nu, 1975-, et al.
(författare)
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Educational Research in Citizenship Competences
- 2022
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Ingår i: The Department of Education at Stockholm University. - Stockholm : Bokförlaget Atlas. - 9789174450385 ; , s. 158-177
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Bokkapitel (refereegranskat)
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| 5. |
- Christenson, Nina, 1975-, et al.
(författare)
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A cross-disciplinary approach to teaching socioscientific issues : A study of the co-operation between language and science teachers teaching about global warming
- 2014
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Konferensbidrag (refereegranskat)abstract
- To combine the teaching of scientific concepts with the challenging problems of socioscientific issues (SSI) has been shown to be effective on engaging students in discussions and in developing students’ skills in decision-making and critical thinking. Research has revealed that teaching SSI in science education is a challenging task for science teachers alone suggesting a co-operation with teachers of the humanities, proposing that these teachers might be better at managing debates and other pedagogical methods related to a SSI driven instruction. However, to our knowledge no one has yet investigated the outcomes of a co-operation between language teachers, who regularly in their courses teach topics like argumentation, debate and how to write an argumentative text, and science teachers. Hence, the aim of our study is to investigate how the co-operation of teachers from different disciplines (language and science teachers) can contribute to upper secondary school students’ argumentation skills about global warming. A total of ten teachers from the subjects of Swedish (mother tongue), English, biology, physics and chemistry will participate in this study together with two classes of science major students in their first year of upper secondary school, which they teach. Data will be collected from both the teachers by interviews at the end of the teaching sequence and from students making a pre- and post-test of written argumentation about global warming, as well as interviews. Since this study is an ongoing project, we are still collecting data. We foresee that we will find that the teachers as well as the students can provide us with insights on how they perceive a cross-disciplinary teaching with focus on SSI, and also that we will be able to follow some progression in students argumentation through the pre- and post-test. Our findings on the learning outcome and how teachers and students perceive a cross-disciplinary teachers’ cooperation on SSI will be presented at the ERIDOB-conference. We believe that the results from our study will provide valuable insights on how to develop future SSI-teaching by using a cross-disciplinary approach and how the involvement of language teachers may be of help to the science teachers in doing this.
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| 7. |
- Christenson, Nina, 1975-, et al.
(författare)
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Science and Language Teachers’ Assessment of Upper Secondary Students’ Socio-scientific Argumentation
- 2017
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Ingår i: International Journal of Science and Mathematics Education. - : Springer Science and Business Media LLC. - 1571-0068 .- 1573-1774. ; 15:8, s. 1403-1422
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Tidskriftsartikel (refereegranskat)abstract
- Researchers and policy-makers have recognized the importance of including and promoting socioscientific argumentation in science education worldwide. The Swedish curriculum focuses more than ever on socioscientific issues (SSI) as well. However, teaching socioscientific argumentation is not an easy task for science teachers and one of the more distinguished difficulties is the assessment of students’ performance. In this study, we investigate and compare how science and Swedish language teachers, participating in an SSI-driven project, assessed students’ written argumentation about global warming. Swedish language teachers have a long history of teaching and assessing argumentation and therefore it was of interest to identify possible gaps between the two groups of teachers’ assessment practices. The results showed that the science teachers focused on students’ content knowledge within their subjects, whereas the Swedish language teachers included students’ abilities to select and use content knowledge from reliable reference resources, the structure of the argumentation and the form of language used. Since the Swedish language teachers’ assessment correlated more with previous research about quality in socioscientific argumentation, we suggest that a closer co-operation between the two groups could be beneficial in terms of enhancing the quality of assessment. Moreover, SSI teaching and learning as well as assessment of socioscientific argumentation ought to be included in teacher training programs for both pre- and in-service science teachers.
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| 8. |
- Christenson, Nina, 1975-, et al.
(författare)
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Science and Swedish language teachers’ assessment of upper secondary students’ socioscientific argumentation
- 2015
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Konferensbidrag (refereegranskat)abstract
- The Swedish curricula, as well as researchers and policy makers worldwide, have recognized the importance of promoting and including sociscientific argumentation in science education to promote scientific literacy. However, to teach socioscientific argumentation in not an easy task for science teachers and among the difficulties is the assessment practice. In this small-scale qualitative study, we have, investigated and compared how science and Swedish language teachers, participating in a SSI-driven project, assess students’ written argumentation about Global warming. The Swedish language teachers have a long tradition of teaching and assessing argumentation and therefore it is of interest to identify possible gaps between these two groups. The results indicate that the science teachers focus on students’ ability to reproduce content knowledge within their respective subject that they have been teaching. The Swedish language teachers include students’ abilities to select and use content knowledge from trustable reference resources, in addition to the structure of the argumentation and the form of the language used. In fact, the Swedish language teachers’ assessment correlates more to previous research about quality in socioscientific argumentation and we suggest that a closer co-operation between these two groups can be beneficial to enhance the quality of assessing students’ socioscientific argumentation.
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| 10. |
- Rundgren, Carl-Johan, 1973-, et al.
(författare)
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Are you SLiM? Developing an instrument for civic scientific literacy measurement(SLiM) based on media coverage
- 2012
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Ingår i: Public Understanding of Science. - : SAGE Publications. - 0963-6625 .- 1361-6609. ; 21:6, s. 759-773
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to develop an instrument to assess civic scientific literacy in media (SLiM). A total of 50 multiple-choice items were developed based on the 95 most common scientific terms appearing in media covering the subjects of biology (45.26%, 22 items), earth science (37.90%, 19 items), physics (11.58%, 6 items) and chemistry (5.26%, 3 items) in Taiwan. A total of 1034 students from three distinct groups (7th graders, 10th graders and undergraduates) were invited to participate in this study. The reliability of this instrument was 0.86 (KR20). The average difficulty of the SLiM ranged from 0.19 to 0.91, and the discrimination power is 0.1 to 0.59. According to participants’ performances on SLiM, it was revealed that 10th graders (Mean = 37.3±4.2) performed better than undergraduates (Mean = 33.0±5.5) and 7th graders (Mean = 26.7±8.3) with significant differences (p< .05).
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