| 1. |
- Lederman, Judith S., et al.
(författare)
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Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry
- 2023
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Ingår i: International Journal of Science Education. - : Routledge. - 0950-0693 .- 1464-5289.
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Tidskriftsartikel (refereegranskat)abstract
- Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of students entering middle school and secondary students at the end of their formal K-12 science education. The purpose of this international project was to use the VASI-E to collect data on what primary level students have learned about SI in their first few years of school. This study adds to previous research to bridge the landscape of SI understandings now with representation from primary, middle and high school samples. A total of 4,238 students from 35 countries/regions spanning six continents participated in the study. The results show that globally, primary students are not adequately informed about SI for their age group. However, when compared with the students in the previous international studies (grades seven and 12), the primary students' understandings were surprisingly closer to the levels of understanding of SI of the secondary school students than those in the seventh grade study.
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| 2. |
- Eriksson, Martin, 1972-, et al.
(författare)
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Vargfrågan - Gymnasieelevers argumentation kring ett sociovetenskapligt dilemma
- 2012
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Ingår i: NorDiNa. - Oslo : University of Oslo Library. - 1504-4556 .- 1894-1257. ; 8:1, s. 43-58
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Tidskriftsartikel (refereegranskat)abstract
- The Wolf Issue - Upper Secondary Students’ Argumentation about a Socio-Scientific IssueThe focus of this study is the attitudes towards wolves in Sweden among upper secondary students.This socio-scientific issue (SSI) involves many aspects, such as ethical, political and biological aspects,and provides a context to study students’ informal argumentation. The different arguments usedby the students were analyzed using the framework of the SEE-SEP-model. A questionnaire probingattitudes to the existence of wolves in the neighbourhood was distributed to 352 upper secondarystudents. 18 students were interviewed in focused group-interviews (in pairs). The results showedthat 55% of the students showed a negative attitude towards the existence of wolves in the neighbourhood.The analysis of the different aspects of arguments used by the students in the interviewsshowed that arguments based on value were more dominant (60%) than arguments based on knowledge(30%), and arguments based on personal experiences (10%).
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| 3. |
- Jahic Pettersson, Alma, 1986-, et al.
(författare)
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Students’ Meaning-Making of Nutrient Uptake in Relation to Organizational Levels
- 2022
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Ingår i: Designs for Learning. - : Stockholm University Press. - 2001-7480. ; 14:1, s. 29-45
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Tidskriftsartikel (refereegranskat)abstract
- Previous research suggests that everyday expressions are commonly used in students’ descriptions of nutrient uptake. This study investigate a classroom context in year 5 with a focus on signs of scientific meaning-making about nutrient uptake with an animation as a resource in two different schools. In one of the schools there was also a teacher review. The aim of this study is to investigate the pedagogical affordances of scientific terms and everyday expressions in the animation and in classroom teaching. Further, students’ signs of scientific meaning-making at the meso and submicro organizational level in group discussions and written descriptions are analyzed and if taking part of a teacher review influenced the students’ use of scientific terms and everyday expressions.The results show that the students who had a teacher review use everyday expressions at the meso and submicro level to a greater extent than the students who did not have an teacher review. The everyday expressions are often used as a kind of translation from the scientific terms in the students’ drawings.
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| 4. |
- Rundgren, Carl-Johan, 1973-, et al.
(författare)
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Investigating the Intertwinement of Knowledge, Value, and Experience of Upper Secondary Students' Argumentation Concerning Socioscientific Issues
- 2016
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Ingår i: Science & Education. - Dordrecht, Netherlands : Springer Netherlands. - 0926-7220 .- 1573-1901. ; 25:9-10, s. 1049-1071
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Tidskriftsartikel (refereegranskat)abstract
- This study aims to explore students' argumentation and decision-making relating to an authentic socioscientific issue (SSI)-the problem of environmental toxins in fish from the Baltic Sea. A multi-disciplinary instructional module, designed in order to develop students' skills to argue about complex SSI, was successfully tested. Seven science majors in the final year of their upper secondary studies participated in this study. Their argumentation and decision-making processes were followed closely, and data were collected during multiple stages of the instructional module: group discussions were audio recorded, the participants wrote reports on their decision making, and postexercise interviews were conducted with individual students. The analysis focused on the skill of evaluation demonstrated by the students during the exercise and the relationships between the knowledge, values, and experiences that they used in their argumentation. Even though all of the students had access to the same information and agreed on the factual aspects of the issue, they came to different decisions. All of the students took counter-arguments and the limitations of their claims into account and were able to extend their claims where appropriate. However, their decisions differed depending on their background knowledge, values, and experiences (i.e., their intellectual baggage). The implication to SSI teaching and learning is discussed.
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| 5. |
- Rundgren, Carl-Johan, 1973-, et al.
(författare)
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Umweltgifte in Fischen aus der Ostsee : Eine Strategie zum Umgang mit kontroversen Fragestellungen im naturwissenschaftlichen Unterricht
- 2014
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Ingår i: Der mathematische und naturwissenschaftlich Unterricht (MNU). - Neuss, Tyskland : Verlag Klaus Seeberger. - 0025-5866. ; 67:6, s. 332-336
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Tidskriftsartikel (refereegranskat)abstract
- Dieser Artikel diskutiert ein Unterrichtsmodul für die Sekundarstufe II aus dem PROFILES Projekt in Schweden. Thematisiert wird das Problem von Umweltgiften in Fischen aus der Ostsee, welches aus einer naturwissenschaftlich-gesellschaftlichen Sicht behandelt wird. Dabei erlernen die Schüler nicht nur naturwissenschaftliche Hintergründe und Argumente, sondern erwerben auch allgemeine Kompetenzen aus den Bereichen Kommunikation und Bewertung.
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| 6. |
- Rundgren, Carl-Johan, 1973-, et al.
(författare)
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Students’ conceptions of water transport
- 2010
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Ingår i: Journal of Biological Education. - 0021-9266 .- 2157-6009. ; 44:3, s. 129-135
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Tidskriftsartikel (refereegranskat)abstract
- Understanding the diffusion of water into and out of the cell through osmosis is fundamental to the learning and teaching of biology. Although the movement of water into (and out of) the cell is typically thought of as occurring directly across the lipid bilayer, the major proportion of osmosis actually occurs via specialized transmembranal water-channels called aquaporins. The objective of this study was to investigate students’ prior knowledge of water transport from Taiwan and Sweden by three individual studies. A questionnaire with open-ended question and question using a Likert scale was used at upper secondary level and an open-ended questionnaire was developed to let university students draw and write down their ideas. The results generated from three individual studies including an initial study conducted with 118 Swedish upper secondary biology students, and the other two studies implemented in Taiwan with 101 non-science majors and in Sweden with 37 science majors enrolled in a third-year biochemistry course. The results from the initial study indicated that 50% of respondents to a questionnaire on diffusion seemed to be oblivious of the fact that water is transported through the cell membrane through specialised channels. The Taiwanese data showed that the non-science majors explained water transport mainly as a phenomenon occurring at a cellular level. Furthermore, the majority of the students showed no awareness of specialised water channels and seemed to think that water molecules can diffuse directly into (and out) of the cell membrane. From the Swedish students’ responses, surprisingly, one third of these “expert” students did not provide explanations of water transport that involved specialised water channels. In addition, a larger proportion of the students (41%) used explanations on a molecular level than the Taiwanese students, but the majority (54%) still based their explanations on cellular level descriptions of the process. The preliminary findings of the study presented here indicate that the majority of the students in this study thought that water penetrates the bilayer directly. Our results indicate that teaching the topic of diffusion is often not up to date with the current world-view of science.
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| 7. |
- 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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| 8. |
- 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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| 9. |
- 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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| 10. |
- 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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