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- Ledman, Kristina, 1972-, et al.
(författare)
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Att arbeta tillsammans i ett ULF-projekt
- 2023
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Ingår i: Undervisning idag och för framtiden. - Umeå : Umeå universitet. - 9789180701860 - 9789180701877 ; , s. 63-65
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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- 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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- 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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- Knekta, Eva, Doktor, 1975-, et al.
(författare)
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Evaluation of a Questionnaire Measuring University Students' Sense of Belonging to and Involvement in a Biology Department
- 2020
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Ingår i: CBE - Life Sciences Education. - : AMER SOC CELL BIOLOGY. - 1931-7913. ; 19:3
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Tidskriftsartikel (refereegranskat)abstract
- Sense of belonging and involvement has shown to be positively associated with academic achievement and retention. We argue that a focus on sense of belonging and involvement specifically at the departmental level is valuable, yet rarely discussed in the literature. In this article, we describe the development and evaluation of a questionnaire measuring university students' sense of belonging to and involvement in their "home" department (biology). The questionnaire was named the DeSBI questionnaire (Departmental Sense of Belonging and Involvement) and was administered to students attending an R1 university in the southeastern United States during Spring 2018 (n = 201) and Fall 2018 (n = 737) semesters. Factor analysis indicated a three-factor solution: one factor consisting of five items representing sense of belonging: valued competence; a second factor consisting of six items representing sense of belonging: social acceptance; and a third factor consisting of nine involvement items. Analysis of variance showed significant differences in all subscales between students included in a special biology program, biology majors, and non-biology majors. The study findings support the use of the instrument for measuring biology students' sense of belonging to and involvement in their biology department.
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| 8. |
- Knekta, Eva, Doktor, 1975-, et al.
(författare)
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Measuring university students' interest in biology : evaluation of an instrument targeting Hidi and Renninger's individual interest
- 2020
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Ingår i: International Journal of STEM education. - : Springer. - 2196-7822. ; 7
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Tidskriftsartikel (refereegranskat)abstract
- Background: Boosting students’ disciplinary interest has long been considered an important mechanism to increase student success and retention in STEM education. Yet, interest is a complex construct and can mean different things to different people, and many of the existing interest questionnaires do not identify a specific theoretical framework underlying their items. To demonstrate that curricular interventions targeting students’ interest are effective, educators need a theoretically based instrument to measure interest. The aim of this study was to develop an instrument measuring undergraduate students’ interest in the discipline of biology and collect initial validity evidence supporting the proposed use. The instrument structure is based on Hidi and Renninger’s (Educational Psychologist 41:111–127, 2006) conceptualization of individual interest, and the intended use is to evaluate changes in the biology interests of the US undergraduate students pursuing STEM degrees. To provide evidence of validity, the instrument was completed by 446 biology majors and 489 non-biology majors at two R1 universities. Exploratory and confirmatory factor analyses were applied to evaluate the internal structure of the instrument.Results: The final three-factor instrument supported by these analyses includes 6 items representing positive feelings towards biology, 5 items representing personal value of biology, and 8 items representing reengagement in biology-related activities. Measurement invariance across biology and non-biology majors was established and subsequent comparisons of these populations demonstrated that biology majors report significantly higher positive feelings, personal value, and reengagement in biology-related activities compared to non-biology majors.Conclusions: The study findings support the use of the instrument to gain a broad understanding of students’ individual interest in biology. With minor adaptions, the instrument could also be evaluated for use in other STEM disciplines and for use by other populations.
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