| 1. |
- Almarlind, Pia, 1972-, et al.
(författare)
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The role of science education : A content analysis of Swedish steering documents
- 2019
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Education has an important role in preparing students personally, socially and intellectually, for future challenges as citizens. But what is the role of science education in preparing students for the future? During the last decades, conflicting ideas about the balance between developing science knowledge needed as citizens and knowledge for future studies in science and technology (Fensham 1988; Roberts, 2007), have led to several revisions of the science curriculum in many countries. The aim of this exploratory study is to illustrate and problematize how the functions and purposes of education are expressed in the curricula and in the different science syllabuses in compulsory and upper secondary school. First, a content analysis of the syllabuses was done with respect to functions of education, i.e., qualification, socialization and subjectification (Biesta, 2009), and with respect to curriculum emphases targeting different aims of science education (Roberts, 2007; Roberts & Östman, 1998; Östman, 1995). Each sentence in the documents were assigned categories in respective framework. This enabled a quantitative comparison of functions and purposes expressed in different documents and different parts of the documents (e.g. aims, core content, and knowledge requirements). Second, a qualitative analysis of each sentence and clusters of sentences in respective category was done. Preliminary results show that different science subjects, at the different school levels, have different accentuations of functions and purposes. Furthermore, the sentences regarding knowledge requirements for school levels 7-9 are more difficult to categorize than other parts in the syllabus. Most text concerning socialization and subjectification, i.e., how to develop as an independent citizen able to make decisions is presented in the curriculum and is scarce/rare in the syllabus. We are looking forward discussing the different aims of science education from the results of this study.
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| 2. |
- Almarlind, Pia, 1972-, et al.
(författare)
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The role of science education in preparing students for future challenges : guidance provided by Swedish science syllabuses and national tests
- 2021
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Konferensbidrag (refereegranskat)abstract
- Education plays an important role in preparing students with the knowledge and skills that will help them deal with science-related issues. Both national and international studies have analysed the purposes of science education, showing that there are various messages in terms of visions and curriculum emphases.This study aims to elucidate the guidance the Swedish science syllabuses and the year 2017 national science tests in lower secondary school give teachers to choose focus of content, context and teaching methods. By analysing sentences in the syllabuses and items and assessment guidelines in the tests through the lens of Biesta’s functions of education and Roberts curriculum emphases, a detailed picture of what guidance the syllabuses and the tests give is presented. The study shows that, according to the syllabuses and the tests, the overall function of science education is to provide students with knowledge and skills, while sentences emphasising certain norms or independent critical thinking are uncommon. Further, differences were found in the extent to which the different specific aims of science education (operationalised as curriculum emphases) are stressed. The study discusses similarities and differences in syllabuses, between subjects and in relation to the items and the assessment guidelines in the tests.
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| 3. |
- Andersson, Johanna, et al.
(författare)
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The role of wonder in science PRACTISEs. A Delphi study of different stakeholders’ views
- 2024
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Ingår i: Short Abstracts. - : NFSUN.
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Konferensbidrag (refereegranskat)abstract
- Many different emotions are described to influence students’ engagement and learning. In this study we focus on wonder because this emotion is, according to the literature, of particular interest in relation to engagement in the scientific work process. When transforming scholarly science to school science different types of knowledge and metacognitive attributes might be lost in this transposition process. However, no studies have yet focused on describing and comparing the perceptions of wonder in science among stakeholders. We used a Delphi study to examine views on the role of wonder in science practices, and science teaching from a range of important stakeholders of different areas of science and science teaching: scientists, science curriculum developers, and science teacher educators. Our findings show no major differences between the expert groups. All respondents were positive towards including wonder in teaching and their suggestions for content and lesson structures that make room for wonder in science education were very similar.
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| 4. |
- Areljung, Sofie, 1983-, et al.
(författare)
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The role of children’s drawings in science teaching : A comparison across preschool, preschool class and early primary school
- 2018
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Konferensbidrag (refereegranskat)abstract
- Particularly since many children in early childhood education (ECE) (education for children from birth to 8 years) do not yet write, teachers and researchers tend to use children’s drawings to assess their developing science learning. Previous studies show that children’s choices on what to include in their drawings are affected by local cultures of what constitutes a good representation. However, there is a lack of studies that focus on the teacher perspective, in terms of why and how they include drawing activities in their science teaching. Further, there are currently no studies that compare the role of drawings in science teaching across ECE sectors. The study is part of a larger study which aims to to advance our understanding of how to bridge science teaching across ECE sectors (preschool, preschool class, early primary school). Here, our specific aim is to examine how educational cultures of different ECE sectors interact with teacher’s objectives for using children’s drawings in science activities. We use Activity Theory to analyse field data (notes, photos, videos) from science activities that include children’s drawings, as well as recordings from group discussions with teachers. First, we focus on the relation between the purpose of the activity, the tools used, the local educational culture, and the outcome of each activity. Second, we compare our results across ECE sectors. Our preliminary results indicate that the purpose of drawing activities vary across sectors. In preschool, children’s drawings may serve to tell stories, while in early primary school, drawings may serve as a part of observation practice or to display children’s understandings of science concepts. The results are discussed in relation to children’s transitions between educational cultures, and whether teachers should explicitly scaffold scientific drawing in ECE.
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| 5. |
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| 6. |
- Areljung, Sofie, 1983-, et al.
(författare)
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Why and how teachers make use of drawing activities in early childhood science education
- 2021
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Ingår i: International Journal of Science Education. - : Routledge. - 0950-0693 .- 1464-5289. ; 43:13, s. 2127-2147
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Tidskriftsartikel (refereegranskat)abstract
- Researchers have provided many arguments for why drawing may contribute to science learning. However, little is known about how teachers in early childhood education (ECE) make use of drawing for science learning purposes. This article examines how teachers’ views and framing of drawing activities influence the science learning opportunities afforded to children in the activities. We use activity theory to analyse teacher interviews and observation data from ten science classrooms (children aged 3–8 years) where drawing activities occurred. The interviews reveal that few of the teachers relate drawing to science learning specifically. Rather, they portray drawing as a component of variation in teaching and learning in general. Looking at what happens in the classrooms, we conclude that drawing has a relatively weak position as means of communicating and learning science. Instead, the teaching emphasis is on writing or on ‘making a product’. However, there are examples where teachers explicitly use drawing for science learning purposes. These teachers are the same few who, in interviews, relate drawing to science learning specifically. Based on these findings, we encourage school teachers, teacher educators, and researchers to identify, and overcome,obstacles to realising the pedagogical potentials of drawing in ECE science classrooms.
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| 7. |
- Barron, Laura, et al.
(författare)
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Profiling in-service teachers across Europe to determine their attitude to IBSE
- 2013
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Ingår i: Science education Research for evidence-based Teaching and Coherence in Learning. - : ESERA. - 9789963700776
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Konferensbidrag (refereegranskat)abstract
- The ESTABLISH FP7-funded project is involved with development and implementation of professional development workshops to support teachers in adopting more inquiry based approaches in their teaching. Identifying teacher views, goals, practices and the challenges they face in implementing inquiry activities, can inform teacher educators of the needs of their participating teachers. This can also inform them to provide the appropriate support in order to help teachers overcome obstacles and develop their own practice in inquiry. This paper outlines the initial results from a profiling instrument used to examine teachers’ beliefs about IBSE, attitudes to teaching science and teaching by inquiry and some ideas about their current practices. The data presented in this paper outlines the profile of the teachers when they came to the first of the ESTABLISH teacher workshops in a number of European countries. This paper outlines a summary of the development of the evaluation tool, how the evaluation data was collected and analysed and highlights the key findings.
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| 8. |
- Berglund, Ammie, et al.
(författare)
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Kemilaboration inramad som en samhällsfråga med naturvetenskapligt innehåll (SNI): elev-och lärarperspektiv
- 2019
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Ingår i: Forum för forskningsbaserad NT-undervisning. - Linköping : Linköpings universitet. - 9789176850442 ; , s. 49-70
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Konferensbidrag (refereegranskat)abstract
- Vi har studerat elevers respons på en laboration i gymnasiekursen Kemi 2 som inramats som en SNI (Samhällsfråga med Naturvetenskapligt Innehåll) med koppling till dricksvattenkvalitet. Elevteam fick planera provtagning, analysera och jämföra hårdheten hos dricksvatten från sina hem. Vi frågade oss: 1) Fångar ett SNI-inramat vattenanalysprojekt elevernas intresse?, 2) Vilka frågor om dricksvatten har eleverna före och efter undervisningen samt vad anser de bör fokuseras för att säkra framtidens dricksvatten? och 3) Hur ser elevernas måluppfyllelse ut i bedömda laborationsrapporter? Elever från två klasser i årskurs 2 på naturvetenskapsprogrammet deltog i en lektionsserie med fem lektionspass. Eleverna fyllde i digitala enkäter under det första respektive sista lektionspasset. De frågor som eleverna formulerade analyserades med tematisk innehållsanalys. Laborationsrapporter bedömdes enligt två aspekter av kunskapskraven: vetenskapligt arbete samt samhällskoppling. Elevernas självskattade intresse ökade på gruppnivå. Karaktären på elevernas frågor förändrades i viss mån då fler frågor kopplade till hälsa och ekonomi framkom i slutet av projektet. Samtliga laborationsrapporter var minst godkända för de aspekter som bedömts mot kunskapskraven. Studien ger en kvalitativ bild av hur en laboration i kemi som inramats som en samhällsfråga har fungerat ur ett elev- och lärarperspektiv. Möjligheter att didaktiskt utveckla undervisningens design diskuteras.
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| 9. |
- Caiman, Cecilia, et al.
(författare)
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Pre-school teaching for creative processes in education for sustainable development - invisible animal traces, purple hands, and an elk container
- 2022
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 28:3, s. 457-475
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Tidskriftsartikel (refereegranskat)abstract
- Living in the anthropocene requires addressing several challenges. New forms of teaching where experiences of problem solving, creativity and innovation strategies are needed and considered important. This Swedish study contributes with knowledge on pre-school children’s creativity processes when working on an authentic, child-initiated sustainability problem about consumption. Teachers’ careful listening was important when forming the teaching context for the sustainability problem. A pragmatic perspective on learning and meaning-making is used to identify the significant features of the different phases in the creativity processes. The empirical results show: the importance of affording a creative context with uncoded material for children to transact with; previous experiences have a prominent role when imagining and reaching beyond the ordinary; the importance of teachers’ positive aesthetic judgments for sustaining the creative process. In alignment with the idea of learning as participation, the children broadened the consumption topic to contribute with creative outcomes for animals’ welfare.
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| 10. |
- Daubjerg, Peer, et al.
(författare)
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Utvikling av naturvitenskapeligtalent og kreativitet : et nordisk perspektiv
- 2011
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- De nordiske utdannings- og forskningsministre ønsker å fremme kreativitet, innovasjon og entreprenørskap i utdannelsene. Dette var bakgrunnen for at ministrene i april 2009 besluttet at Nordisk ministerråd skulle gjennomføre en nordisk komparativ studie av hvordan kreativitet, innovasjon og entreprenørskap er integrert i de nordiske utdanningssystemene. Som tilleggsoppdrag til denne studien, ble det i 2010 under det danske formannskapet i Nordisk ministerråd, tatt initiativ til ytterligere to studier om henholdsvis de praktisk musiske fag og de nordiske lands arbeid med talentutvikling og kreativitet i relasjon til naturvitenskap. Studiene er en del av Nordisk ministerråds globaliseringsprosjekt "En god opplæring til ungdom og voksne" som har som ett av fire delmål å fremme kreativitet, innovasjon og entreprenørskap i utdanningen. Studiene er gjennomført under ledelse av Universitet i Nordland, Norge, på oppdrag fra Nordisk ministerråd.
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