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Sökning: WFRF:(Hansson A) > Populärvet., debatt m.m.

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1.
  • Hansson, Lena, et al. (författare)
  • Images of scientists in textbooks aimed at students in need of supplemental support : an analysis of adjustments
  • 2020
  • Ingår i: Nature of science for social justice. - Cham : Springer. ; , s. 225-243
  • Bokkapitel (populärvet., debatt m.m.)abstract
    • The inclusion of Nature of Science (NOS) perspectives in science teaching (including broad and nuanced images of scientists) has been suggested as a way to emphasize citizen and social justice perspectives, and is therefore important for all students. However, so far there has been little research on how, and to what extent, NOS is communicated to students who are experiencing difficulties in the science classroom. This study focuses on how the images of scientists in science textbooks (school years 7–9) are altered in adjusted textbooks aimed at students in need of supplemental support. The adjustments between general textbooks and the adjusted books are analyzed and discussed in relation to a Social Justice perspective on science education. The results show that a number of different adjustments are made between general and adjusted versions of the books: (a) Remove an entire section, (b) Remove scientist from section, (c) Remove information about scientist (e.g., characteristics and/or activities), (d) Addscientist to section, and (e) Add or emphasize information about scientist (e.g., characteristics and/or activities). In different ways, these adjustments influence the images of scientists communicated to students in need of supplemental support. The consequences of these adjustments are discussed from a social justice perspective.
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2.
  • Redfors, Andreas, et al. (författare)
  • A framework to explore the role of mathematics during physics lessons in upper-secondary school
  • 2016
  • Ingår i: Insights from research in science teaching and learning. - Dordrecht : Springer Publishing Company.
  • Bokkapitel (populärvet., debatt m.m.)abstract
    • This chapter discusses a framework for analysing the role of mathematics during physics lessons in upper-secondary school. It takes as a starting point that relations made during physics lessons between Reality, Theoretical models and Mathematics are of the outmost importance. The framework was developed to analyse the communication during physics lessons. It was developed during a pilot study exploring the role of mathematics for physics teaching and learning in upper-secondary school during different kinds of physics lessons (lectures, problem solving and labwork). In the overall project observations have been made in three physics classes (in total 7 lessons) led by one teacher. Here the developed analytical framework is described together with selected results from one class (3 lessons) showing how the framework could be used. This chapter describes and discusses the uses of the framework and shows how results on students and teachers usages of links between the three entities Reality, Theoretical models and Mathematics can be brought to the forefront in an analysis of complex physics teaching situations. And, how the framework can be used to analyse the different organisational forms: lectures, problem solving in groups and labwork.
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  • Braunerhjelm, Pontus, 1953-, et al. (författare)
  • Så startar Sverige om
  • 2020
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  • Resultat 1-9 av 9
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