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- Al Haj Ibrahem, Noor, 1980-, et al.
(författare)
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The nuclear power issues : High school students' argumentation around a socio-scientific dilemma
- 2023
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Ingår i: ESERA 2023 - 15th Biennial Conference of the European Science Education Research Association, Cappadocia, TURKEY. ; , s. 506-507
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Konferensbidrag (refereegranskat)abstract
- This study focuses on how students can argue and make decisions about socio-scientific issues that are relevant to their culture or region. The goal of this study is to present these dilemmas at the conference and propose incorporating decision-making about socio-scientific issues into the science education curriculum. The study explores students' skills in SSI argumentation and aims to clarify the relationship between values, knowledge and experiences in their SSI decision-making. Although all the students had access to the same information and agreed on the factual aspects of the issue, they came to different decisions, the difference depending on their background knowledge, values, and experiences. The result of the study found that students weighed the same information differently based on their core values and experiences. The results showed that the use of SSI in science classrooms can promote students' decision-making skills, critical thinking and awareness of different factors that influence SSI issues.
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| 2. |
- Dahlström, Helene, et al.
(författare)
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Using Empathic Curiosity as a Tool for Embracing Diversity
- 2023
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Konferensbidrag (refereegranskat)abstract
- Today’s society is characterized by diversity among students. In school students with different backgrounds, from different cultures and with different ambitions meet each other. Through increased awareness of diversity, we believe that teachers can choose more consciously how to meet and promote student’s diversity in the classroom. Diversity awareness is much about understanding oneself, what prejudices I have, and where this prejudice comes from. To understand and meet other people, you must first understand and meet yourself, your values and your preconceived notions. Further, it is also essential to talk about diversity, norms and privilege in schools and societies. This is one of the reasons to work on increasing curiosity about others. Being curious about others is one of the cornerstones for gaining an increased understanding of other people, their values and actions. We believe that being empathetically curious about yourself and others and willing to work to develop this curiosity is crucial for the program. The HAND IN HAND: Empowering teachers program should be understood as a tool for teachers, when reflecting on their teaching from the perspective of diversity awareness. The concept of empathic curiosity, within the program, is used as a tool to better understand others, in the society and in the classroom. Programs aimed at embracing diversity benefit by working closely with perspective taking and empathic concern of others (Miklokowska, 2018). Empathic curiosity can be directed towards ourselves, towards people in our vicinity or unknown people we meet. Further, empathic curiosity defined by Mattson(2020) means identifying with the needs of other people by trying to understand or perceiving them. Empathic curiosity can be described as a combination of empathic dialogue and empathic listening (Gøtzsche et al., 2022). The HAND IN HAND: Empowering teachers program contains several elements where empathic curiosity is practised. Examples of such elements are empathic dialogue exercises where empathic listening and empathic questioning are practiced. Through exercises designed to practice empathic listening in order to understand another person, teachers in the program practice their ability to listen empathetically, which is part of empathic curiosity. Result from focus group discussions with 120 teachers in Sweden will be presented at the symposium. The topic of the focus group discussions concerned how teachers perceive that empathic curiosity can serve as a tool to embrace diversity in today's classrooms.References Gøtzsche, K, Berg Nielsen, H, Dahlström, H, Norberg, M, Eliasson, E, Oskarsson, M, Wiklund Lind, G (2023). Draft. Hand:et: – A training programme to develop SEDA competences in teachers and other school staff Mattsson, C. (2019). Empatisk nyfikenhet – att bemöta intolerans, hat och extremism i klassrummet. Dembra. (2), 24-33. (In Swedish) downloaded 2019-11-18 from https://gup.ub.gu.se/publication/279238 Miklikowska M. Empathy trumps prejudice: The longitudinal relation between empathy and anti-immigrant attitudes in adolescence. Dev Psychol. 2018 Apr;54(4):703-717. doi: 10.1037/dev0000474. Epub 2017 Dec 14. PMID: 29239638.
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| 4. |
- Eliasson, Nina, 1965-
(författare)
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Att kommunicera skolans naturvetenskap : ett genusperspektiv på elevers deltagande i gemensam och enskild kommunikation
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Both individual and whole class communication of students are described in this thesis, which is based on a clear gender perspective. Two articles describe the participation of boys and girls in communication with the whole class, the empirical data collected consisting of videotaped lessons. The extent to which boys and girls participate in the communication is reported in the first study, and in the second the extent to which boys and girls respond to the teacher's closed or open questions about science is presented. The third study reports boys' and girls' individual communication when responding to written science questions. The summary chapter ties the results together from the perspective of Positioning Theory, making the thesis a result of Mixed Methods Research.Results show that boys participate in whole class communication more often than girls, with approximately the same level of dominance as shown in research from the early 80s. Boys also answer more questions than girls, the differences becoming apparent when teachers ask closed questions that can be answered in one or two words. In isolation, girls answer written questions to the same extent as boys, but give longer responses containing a more developed scientific language.Results showing that boys position themselves as knowledgeable more often than girls when teachers ask closed questions, are explained from the perspective of Positioning Theory. Girls more often position themselves as knowledgeable when teachers ask open questions that require reflection. In test situations, with time for reflection, the boys and girls position themselves as knowledgeable students to the same extent.Teachers need to be aware of the positioning attempts created by teaching, and consequently take into account that different approaches in teaching provide boys and girls with different access to the communication space.
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| 7. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
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Svenska resultat i internationell jämförelse
- 2018
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Ingår i: PISA under 15 år – resultat och trender. - Stockholm : Natur och kultur. - 9789127819818 ; , s. 161-169
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 8. |
- Jakobsson, Anders, et al.
(författare)
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Klassrumsstudier i ljuset av kunskapstrender i PISA : Elevers kunskaper i naturvetenskap ur ett likvärdighetsperspektiv
- 2019
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Ingår i: Utbildning och Demokrati. - : Örebro Universitet. - 1102-6472 .- 2001-7316. ; 28:3, s. 5-15
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Tidskriftsartikel (refereegranskat)abstract
- För några år sedan medverkade ett antal forskare i Sverige i ett temanummer i Utbildning & Demokrati (nr 3/2013) med den övergripande rubriken Kan vi lita på PISA? De medverkande författarna samarbetade under denna tid i ett nationellt forskningsnätverk (RASS) finansierat av Vetenskapsrådet med syftet att analysera svenska elevers kunskaper i naturvetenskap utifrån resultaten i internationella kunskapsmätningar. Ett annat uttalat syfte var att granska tillförlitligheten och validiteten i denna typ av mätningar. Exempelvis framhölls att de storskaliga studierna kan betraktas som paradoxer eftersom de utgör inflytelserika paradigm när det gäller att utvärdera elevers kunskaper samtidigt som de medverkar till att reducera beskrivningen av dessa utifrån psykometriska metoder och nationsrankingar (se t ex Jakobsson, Davidsson, Karlsson & Oskarsson 2013, Popkewitz 2011).
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| 9. |
- Jidesjö, Anders, 1972-, et al.
(författare)
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An Update of Secondary Student's Interest in Science and Technology in Sweden.
- 2021
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Konferensbidrag (refereegranskat)abstract
- This paper presents an update of student’s interest in learning science and technology. The Swedish empirical evidence has been collected in a large scale explorative international research study called the Relevance of Science Education Second (ROSES). The results show that students are interested in learning about for example space and things that scientists cannot explain. Girls are more interested in the human body, dreams and the human soul while boys favour items about weapons and explosions. Everyday science and technology do not seem to be engaging. Several items students show low interest in are typically part of a secondary school science curriculum. The results are discussed from trends and developments.
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| 10. |
- Jidesjö, Anders, 1972-, et al.
(författare)
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ROSES codebook : data entry, cleaning and reporting
- 2021
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- This text contains information about how to work with data entry to create the file that should be sent back to the ROSES organizers. To assist we provide the ROSES Codebook and ROSES Data entry files. These documents provide information about th e character of data and how data should be compiled, processed, and reported. They should be used together with the ROSES master ques tionnaire to complete the process of data collection.In a large-scale research project, such as ROSES, it is important that answers of respondents in different countries can be easily interpreted which is the basic purpose of coding. It is also important that data are entered in data files correctly, to be able to compare results. The purpose with coding the ROSES data the way that it is described in the Codebook, is to reduce the large quantity of information into a format that can be analysed and compared in the international setting.
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