| 1. |
- Jakobsson, Anders, et al.
(författare)
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Vetenskapskommunikation och skolutveckling som en del av den tredje uppgiften
- 2019
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Ingår i: En historiker korsar sitt spår. - : Malmö universitet. - 9789178770335 - 9789178770458 ; , s. 221-237
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I detta kapitel fokuserar vi hur universitetens samverkan med det omgivande samhället kan bidra med ny forskning och samtidigt verka för spridning av nya forskningsresultat. I forskarskolan Communicate science in school (CSiS) deltar tio lärare i en forskarutbildning där deltagarna efter avslutad utbildning erhåller en licentiatexamen i naturvetenskapernas didaktik. Ett viktigt syfte med forskarskolan är att fortlöpande samla förvaltningschefer, rektorer och forskarstuderande för att diskutera och förstärka skolutveckling i förskolan, grundskolan och gymnasieskolan på vetenskaplig grund. Det innebär att initiera samtal om hur de berörda lärarnas kunskaper ska komma kommunernas skolutveckling till godo efter avlagd examen. Gemensamt för samtliga forskarstuderande har varit att problematisera skolämnenas innehåll i relation till modern forskning i naturvetenskap och teknik men också att ta del av internationell utbildningsvetenskaplig forskning i relation till undervisningsformer och organisering av själva undervisningen.
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| 2. |
- Jönsson, Anders, et al.
(författare)
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Students’ use of justifications in socio-scientific argumentation
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The study aims to explore upper secondary school students’ written argumentation regarding a socioscientific issue (SSI). Focus lies on how students justify their claims. The data consists of student texts and was collected at the end of an intervention designed to develop skills related to high quality argumentation.SSI has the potential to put science content into a meaningful and relevant context and also to prepare students for life as citizens in a democratic society. Results in studies focusing on students’ use of knowledge and values as support for their claims in argumentative activities show that students tend to base their arguments on values rather than knowledge. Students also have difficulties to construct arguments where claims and evidence connects to one another in a adequate way.The intervention took place in a chemistry class in a Swedish upper secondary school. A number of 24 students (age 16-17) from the science-, and technology-major programs participated in the study. The intervention was performed in eight steps during five weeks where the students practiced argumentation in several different ways and studied the issue of perfluoroalkyl substances (PFAS) in every-day products. At the end of the intervention, the students had to take a stand in whether they would buy products containing PFAS.The results show that after being taught about argumentation and the context surrounding the SSI, the students mainly based their arguments on content knowledge. This applies for both supporting-, and counter arguments. Value justifications are present in the students’ texts, but they constitute a smaller proportion. The justifications in the argumentative texts contain a great breadth of different subject areas, where chemistry knowledge plays an important role. This study shows that subject knowledge can constitute an important part in student argumentation.
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| 3. |
- Jönsson, Anders, et al.
(författare)
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Students’ use of justifications in socio-scientific argumentation
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The study aims to explore upper secondary school students’ written argumentation regarding a socioscientific issue (SSI). Focus lies on how students justify their claims. The data consists of student texts and was collected at the end of an intervention designed to develop skills related to high quality argumentation. SSI has the potential to put science content into a meaningful and relevant context and also to prepare students for life as citizens in a democratic society. Results in studies focusing on students’ use of knowledge and values as support for their claims in argumentative activities show that students tend to base their arguments on values rather than knowledge. Students also have difficulties to construct arguments where claims and evidence connects to one another in a adequate way. The intervention took place in a chemistry class in a Swedish upper secondary school. A number of 24 students (age 16-17) from the science-, and technology-major programs participated in the study. The intervention was performed in eight steps during five weeks where the students practiced argumentation in several different ways and studied the issue of perfluoroalkyl substances (PFAS) in every-day products. At the end of the intervention, the students had to take a stand in whether they would buy products containing PFAS. The results show that after being taught about argumentation and the context surrounding the SSI, the students mainly based their arguments on content knowledge. This applies for both supporting-, and counter arguments. Value justifications are present in the students’ texts, but they constitute a smaller proportion. The justifications in the argumentative texts contain a great breadth of different subject areas, where chemistry knowledge plays an important role. This study shows that subject knowledge can constitute an important part in student argumentation.
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| 4. |
- Pennegård, Eva, et al.
(författare)
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Vetenskapskommunikation och skolutveckling som en del av det tredje uppdraget
- 2019
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Ingår i: En historiker korsar sitt spår : En vänbok till Roger Johansson om att lära sig av historien och lära ut historia - En vänbok till Roger Johansson om att lära sig av historien och lära ut historia. - 9789178770335 - 9789178770458 ; , s. 231-233
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Bokkapitel (populärvet., debatt m.m.)
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| 5. |
- Rietz, Louise
(författare)
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"Det handlar om vår framtid" : Hur elevers scientific literacy kan utvecklas genom SNI-argumentation i kemiundervisning
- 2021
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- En individ i dagens samhälle kommer ständigt i kontakt med olika frågor som är kopplade till naturvetenskap. Val ska göras, beslut ska fattas. Ska jag vaccinera mig? Ska jag köpa den där vattentäta jackan? Vilket elbolag ska jag välja? Vilken fisk ska jag köpa? Ska jag skänka pengar till eller engagera mig i en miljöorganisation? Medborgare i ett demokratiskt samhälle behöver kunskaper som gör att de kan fatta informerade beslut och delta i samhällsdebatten. Sådana kunskaper kan relateras till begreppet scientific literacy.Denna licentiatuppsats fokuserar på vilka kompetenser elever kan utveckla när de arbetar med argumentation i samhällsfrågor med naturvetenskapligt innehåll (SNI) inom ramen för gymnasieskolans kemiundervisning. Särskilt uppmärksammas hur elevers scientific literacy utvecklas när de arbetar medoch argumenterar i en fråga om miljögifter i vardagsprodukter.Studien utgår från en undervisningssekvens om miljögifter som syftade till att stötta elevers scientific literacy genom att innefatta undervisning om både ämnesområdet och argumentationsprocessen. Studiens resultat visar att eleverna efter undervisningen kan genomföra argumentation av hög kvalitet som till stor del understödjs med kunskap. Detta skiljer sig från tidigare studier där värderingar har tagit stor plats. Dessutom tyder resultaten på att eleverna har utvecklat sin förmåga att se flera perspektiv, förstå frågans komplexitet och att hantera information med ett kritiskt förhållningssätt, vilket kan underlätta ett informerat beslutsfattande. Eleverna vittnar även om en utvecklad konsumentmedvetenhet och att de spridit sina kunskaper till andra för att göra dem medvetna om problemet med miljögifter.Studien pekar på vikten av att stötta elever i argumentationsprocessen, men också på att det är viktigt att skolans naturvetenskapliga ämnen hanterar SNI-frågor i undervisningen för att stötta elever i deras roll som samhällsmedborgare. Detta är ett av skolans grundläggande uppdrag.
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| 6. |
- Rietz, Louise, et al.
(författare)
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Elevers upplevelser av ett SNI-fall och dess betydelse för elevers roll som demokratiska samhällsmedborgare
- 2022
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Ingår i: NorDiNa. - : University of Oslo Library. - 1504-4556 .- 1894-1257. ; 18:2, s. 181-198
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Tidskriftsartikel (refereegranskat)abstract
- This study explores the experiences of Swedish upper secondary school chemistry students working with a socioscientific issue about per- and polyfluoroalkyl substances (PFAS) in everyday products, and how they perceive that this teaching has influenced them in their role as citizens in a democratic society. Data collection has been carried out on several occasions over a period of one and a half year after the teaching event, and data includes answers from questionnaires and focus-group interviews. The results show that the students are able to view the issue from different perspectives and to understand the inherent complexity. The results also suggest that the students developed their critical thinking skills and awareness as consumers. Furthermore, students report to have developed an interest in environmental issues and a feeling that they have opportunities to make a difference. These aspects constitute important conditions for active citizenship and informed decision-making.
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| 7. |
- Rietz, Louise, et al.
(författare)
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Students’ use of justifications in socioscientific argumentation
- 2021
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Ingår i: NorDiNa. - 1504-4556 .- 1894-1257. ; 17:3, s. 247-264
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Tidskriftsartikel (refereegranskat)abstract
- Research focusing on students’ argumentation in socioscientific issues (SSI) shows that students tend to base their arguments on values rather than knowledge. This study explores Swedish upper secondary chemistry students’ written argumentation. The data consists of student texts written at the end of an intervention designed to develop skills related to high quality argumentation. The results show that after being taught about argumentation and the context of SSI, students mainly base their arguments on content knowledge. Value justifications are present in students’ texts, but constitute a smaller proportion. Beside content knowledge- and value justifications, we found a third category – “reasoning” – in which students draw conclusions, or make predictions of future events, to support or refute a claim. The justifications in the argumentative texts include a breadth of subject areas in which chemistry knowledge plays an important role. This study suggests that content knowledge constitutes an important part in student argumentation.
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| 8. |
- RIETZ, LOUISE, et al.
(författare)
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Students' use of justifications in socioscientific argumentation
- 2021
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Ingår i: NorDiNa. - : University of Oslo. - 1504-4556 .- 1894-1257. ; 17:3, s. 247-264
-
Tidskriftsartikel (refereegranskat)abstract
- Research focusing on students' argumentation in socioscientific issues (SSI) shows that students tend to base their arguments on values rather than knowledge. This study explores Swedish upper secondary chemistry students' written argumentation. The data consists of student texts written at the end of an intervention designed to develop skills related to high quality argumentation. The results show that after being taught about argumentation and the context of SSI, students mainly base their arguments on content knowledge. Value justifications are present in students' texts, but constitute a smaller proportion. Beside content knowledge- and value justifications, we found a third category - "reasoning" - in which students draw conclusions, or make predictions of future events, to support or refute a claim. The justifications in the argumentative texts include a breadth of subject areas in which chemistry knowledge plays an important role. This study suggests that content knowledge constitutes an important part in student argumentation. © 2021 University of Oslo, Norwegian Centre for Science Education. All rights reserved.
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| 9. |
- Rietz, Louise, et al.
(författare)
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Students’ use of justifications in socioscientific argumentation
- 2021
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Ingår i: NorDiNaNordic Studies in Science Education. - : University of Oslo Library. - 1504-4556 .- 1894-1257. ; 17:3, s. 247-264
-
Tidskriftsartikel (refereegranskat)abstract
- Research focusing on students’ argumentation in socioscientific issues (SSI) shows that students tend to base their arguments on values rather than knowledge. This study explores Swedish upper secondary chemistry students’ written argumentation. The data consists of student texts written at the end of an intervention designed to develop skills related to high quality argumentation. The results show that after being taught about argumentation and the context of SSI, students mainly base their arguments on content knowledge. Value justifications are present in students’ texts, but constitute a smaller proportion. Beside content knowledge- and value justifications, we found a third category – “reasoning” – in which students draw conclusions, or make predictions of future events, to support or refute a claim. The justifications in the argumentative texts include a breadth of subject areas in which chemistry knowledge plays an important role. This study suggests that content knowledge constitutes an important partin student argumentation.
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