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- Wallin, Anita, 1952, et al.
(författare)
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Design and validation of teaching-learning sequences: Content-oriented theories about transmission of sound and biological evolution
- 2013
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Ingår i: Educational design research. - Enschede, the Netherlands : SLO - Netherlands institute for curriculum development. ; , s. 179-198
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Bokkapitel (refereegranskat)abstract
- Recent studies indicate that young people in Sweden do not reach the learning goals set within the Swedish science curriculum. Furthermore, many students do not regard their science lessons as particularly interesting or inspiring. Thus, there is a need for improving science teaching and learning in Swedish schools. To meet this challenge we have used a theoretical framework, ‘design and validation of teaching-learning sequences’, to develop design principles for teaching and learning different science contents. In this chapter we present two case studies, one about sound transmission and one about biological evolution. Our research approach consists of three phases: design, trial and assessment phases. In the design phase we formulate the epistemological differences between the students’ prior knowledge and the goals for learning. These differences are called learning demands. They are used to frame the teaching demands which are the foundation of the teaching-learning sequences (TLSs). These TLSs are evaluated in the iterative trial phases, hypothetical design principles are developed and from which the TLSs are redesigned. Results from the assessment phase, together with experiences from previous cycles and research reviews, are used to refine design principles, which are presented as content-oriented theories for teaching and learning.
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- Wallin, Anita, 1952, et al.
(författare)
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Undervisning i sex och samlevnad: ett idématerial
- 2012
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- De nya läroplanerna som gäller från hösten 2011 markerar betydelsen av undervisning i sex och samlevnad. Här ger vi vårt bidrag till denna undervisning genom att presentera idématerial som kan ligga till grund för planering, genomförande och utvärdering av undervisning i sex och samlevnad.
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- West, Eva, 1951, et al.
(författare)
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Students’ ideas of their own vulnerability to loud sounds before and after a teaching-learning intervention
- 2012
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Ingår i: XV IOSTE International Symposium on Science & Technology Education for Development, Citizenship and Social Justice, Oct. 29th – Nov. 3rd, 2012, Yasmine Hammamet, Tunisia.
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Konferensbidrag (refereegranskat)abstract
- Researchers have highlighted the increasing problem of loud sounds among young people in leisure-time environments, recently even emphasizing portable music players, because of the risk of suffering from hearing impairments such as tinnitus. However, there is a lack of studies investigating compulsory-school students’ standpoints and explanations in connection with teaching interventions integrating school subject content with auditory health. On the whole, there are few health-related studies in the international science education literature. This paper explores students’ ideas of their own vulnerability to loud sounds in connection with an intervention based on a teaching-learning sequence (TLS) about sound, hearing and auditory health. Item data from 151 students, in grades 7 and 8 (aged 12-14), from pre-, post- and delayed post-tests were analyzed. The results show that more students make healthier choices in questions of loud sounds after the intervention, and this result remains or is further improved one year later. Significant gender differences are found; generally, the girls show more healthy standpoints and expressions than boys do. If this can be considered to be an outcome of students’ improved and integrated knowledge about sound, hearing and health, then this emphasizes the importance of integrating health issues into regular school science.
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- West, Eva, 1951, et al.
(författare)
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Students’ Learning of a Generalized Theory of Sound Transmission from a Teaching-Learning Sequence about Sound, Hearing and Health
- 2013
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Ingår i: International Journal of Science Education. - : Informa UK Limited. - 0950-0693 .- 1464-5289. ; 35:6, s. 980-1011
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Tidskriftsartikel (refereegranskat)abstract
- Learning abstract concepts such as sound often involves an ontological shift since to conceptualize sound transmission as a process of motion demands abandoning sound transmission as a transfer of matter. Thus, for students to be able to grasp and use a generalized model of sound transmission poses great challenges for them. This study involved 199 students aged 10-14. Their views about sound transmission were investigated before and after teaching by comparing their written answers about sound transfer in different media. The teaching was built on a research-based teaching-learning sequence (TLS), which was developed within a framework of Design Research. The analysis involved interpreting students’ underlying theories of sound transmission, including the different conceptual categories that were found in their answers. The results indicated a shift in students’ understandings from the use of a theory of matter before the intervention to embracing a theory of process afterwards. The described pattern was found in all groups of students irrespective of age. Thus, teaching about sound and sound transmission is fruitful already at the ages of 10-11. However, the older the students, the more advanced is their understanding of the process of motion. In conclusion, the use of a TLS about sound, hearing and auditory health promotes students’ conceptualization of sound transmission as a process in all grades. The results also imply some crucial points in teaching and learning about the scientific content of sound.
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