| 1. |
- Jahic Pettersson, Alma, 1986-
(författare)
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Topsar och cellmembran : Kroppens näringsupptag i undervisning och elevtexter på mellanstadiet
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- I avhandlingen studeras mellanstadieelevers meningsskapande kring näringsupptag. Avhandlingens artiklar baseras på två datainsamlingar. I den första studeras skriftliga svar på ett nationellt prov i biologi. I den andra studeras klassrumsundervisning i två skolor med en animation om näringsupptag som kontext. I den ena skolan hålls också en lärargenomgång. Det övergripande analysverktyget är innehållsanalys, mer specifikt används organisationsnivåer och systemtisk funktionell grammatik (SFG). I kappan diskuteras resultatet ur tre perspektiv. För det första visas att naturvetenskapligt korrekta svar och koppling mellan matspjälknings- och cirkulationssystemet är associerade med antalet kopplingar mellan organisationsnivåer och förekomst av mesonivån i beskrivningarna. Näringsupptaget beskrivs ofta i termer av förflyttning (i ett logistiksystem), med explicita och/eller implicita aktörer där processen ofta uttrycks metaforiskt. För det andra ger resultatet en inblick i metaforernas möjligheter och begränsningar för elevernas meningsskapande genom att spåra var metaforerna kommer ifrån. I animationen används metaforiska uttryck för att förklara specifika funktioner. Eleverna använde flera spontana metaforer, vissa som även deras lärare tog upp användes. För det tredje visar avhandlingens resultat att eleverna i båda skolorna kombinerar naturvetenskapliga termer med vardagsuttryck. De elever som har haft lärargenomgång använder mer vardagsuttryck än de som inte har haft det. Vidare visar eleverna tecken på naturvetenskapligt meningsskapande på mesonivån genom att använda vardagsuttryck om membranproteinernas funktion i termer av molekyler som går genom kanaler och har sin egen ingång till blodet.
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| 2. |
- Pihl, Niklas, 1956-
(författare)
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Att erbjuda och realisera syften : En didaktisk modellering av undervisning om ett socio-vetenskapligt dilemma i naturkunskap
- 2019
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study is performed as a Didactic Modelling project where a researcher and a teacher work closely together to make use of research findings concerning organizing purposes, content selection and lesson sequencing. The general question in this study is how Didactic Modelling can be used to design, test and adapt a lesson sequence in a Natural Science course (Naturkunskap) in upper secondary school Y11, Y12. The aim of the study is to investigate how students meaning-making can be studied, handled and improved within the complex content of a SSI, Socio Scientific Issue. The two research questions in the study are (1): How is meaning created and what content is used by the students in discussion, argumentation and decision-making in a SSI, and (2): How is the content affected in the meaning-making of the students when the main purpose of the teaching changes to involve a roleplay as a teaching method. A lesson sequence was constructed on Natural gas extraction and included questions about the implications for the environment and society. The teacher’s instruction had a focus on students’ argumentation and decisions. The students’ different meaning-making processes were analyzed and the lesson sequence was then modified with an intervention of a role-play, to try to further develop students’ meaning-making and goal achievement. The study shows that students’ different types of meaning making processes corresponds to different purposes and content in the lesson sequence. Two different types of meaning-making, narrative and problem-solving, are identified in relation to two different purposes. This study also shows that the didactic model of organizing purposes can fruitfully be used in lesson design and implementation to enhance students’ meaning-making of SSI. Finally, the results from this study show how the complexity in students’ meaning-making can be handled through the use of the organizing purposes.
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| 3. |
- Rudsberg, Karin, 1973-
(författare)
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Elevers lärande i argumentativa diskussioner om hållbar utveckling
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall ambition with this thesis is to develop knowledge about students’ learning, especially with regard to process and content, when they participate in argumentation. Students’ learning is investigated through in situ studies of classroom practices. The theoretical point of departure is a pragmatic perspective in which learning is understood and investigated in terms of concrete actions. The empirical material consists of video recorded lessons at secondary and upper secondary schools in Sweden. The content of the lessons is argumentative discussions about sustainable development and socioscientific issues. In the first study, the functions that teachers’ actions have for students’ learning processes are investigated using Epistemological Move Analysis. In the second study, an approach is developed and illustrated that facilitates investigations into students’ learning processes in terms of knowledge content and argument construction in argumentation. The method, called Transactional Argumentation Analysis, combines a pragmatic perspective of learning with an argument analysis based on Toulmin’s Argument Pattern. In the third study, the functions that knowledge have when used by students in argumentative discussions are examined. The fourth study investigates the role of peers for students’ learning and how students influence the argumentation at a collective level. Here Transactional Argumentation Analysis is developed further in order to facilitate investigations of the dynamic interplay between the intra-personal and the inter-personal dimensions of learning and the result of this interplay in terms of the knowledge content and arguments that are constructed. The thesis shows how students’ learning can be investigated through in situ studies of educational practices. The methodological contribution of the thesis consists of the development and further elaboration of Transactional Argumentation Analysis. The thesis also contributes with substantial knowledge about students’ learning processes with regard to knowledge content and argument construction when participating in argumentation. Another contribution concerns the functions of knowledge when used by students in argumentation. Finally, the studies show how peers and teachers influence students’ learning, and how students contribute to the shared argumentation in the classroom.
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| 4. |
- Rundgren, Carl-Johan, 1973-
(författare)
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Visual thinking, visual speech : a semiotic perspective on meaning-making in molecular life science : how visualizations, metaphors and help-words contribute to the formation of knowledge about proteins among upper secondary and tertiary level students
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Molecular life science has become one of the fastest-growing fields of scientific and technical innovation. An important issue for tomorrow’s education is to meet the challenge posed by various facets of molecular life science. Images, diagrams and other forms of visualization are playing increasingly important roles in molecular life science teaching and research, both for conveying information and as conceptual tools, transforming the way we think about the events and processes the subject covers.This thesis highlights different aspects of molecular life science education: the rapid production and flow of information, its multi- and interdisciplinary character, the complexity of life phenomena and our knowledge of them, and the high level of abstraction of the knowledge produced. This study also examines how upper secondary and tertiary students interpret visualizations of proteins. The participating upper secondary students were taking different variants of the natural science program in the second (grade 11) or third (grade 12) year. A set of 20 upper secondary students, and four third-year biochemistry students were interviewed in semistructured, revised clinical interviews. Furthermore, 31 university students participated in a group discussion and answered a questionnaire. The interviews, group discussions and questionnaires were structured around 2D illustrations of proteins and an animated representation of water molecules being transported through a channel in the cell membrane.Three critical features of the ability to visualize molecular processes were identified: the complexity of biomolecular processes, the dynamic and stochastic nature of biomolecular interaction, and extrapolation between 2D and 3D. The results also indicate that the students may possess an understanding of a process which they cannot express in words.Furthermore, the results indicate that beginner students use a kind of intermediate language when learning a new content area, frequently making use of metaphors, some that they have obtained from their teaching and some that they create themselves, i.e. spontaneous metaphors. They also make use of words that seemingly have no meaning, such as “plupp” and “flopp”. These words are here referred to as help-words. The results from this study indicate that spontaneous metaphors and helpwords do take on a meaning in learning situations and that they play a role in the meaning-making of the students. Moreover, the results indicate that difficulties in science education may to a large degree be connected to the problems of communicating the precise and general nature of scientific terms.
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| 5. |
- Eriksson, Martin, 1972-
(författare)
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Att ta ställning : Gymnasieelevers argumentation och beslutsfattande om sociovetenskapliga dilemman
- 2014
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis aims to explore students’ argumentation and decision-making relating to authentic socioscientific issues (SSI). The ability to make informed decisions about socio scientific issues has been recognized to be an important element in science education to achieve the goal of scientific literacy. However, deliberation on SSIs deals with the fact-value intertwinement and has proven to be a tricky affair, both for students and teachers. In paper I, the focus is on upper secondary students’ use of different reasons in arguing about the existence of wolfs in Sweden. To investigate the students’ ability to find supporting reasons from different subject areas in their informal argumentation, the SEE-SEP model was used as an analytical framework. The results showed that the value aspect dominates students’ informal argumentation on the SSI of wolves in Sweden. In paper II a six-step SSI instructional model is presented, designed to develop students’ ability to argue about complex multi-disciplinary issues. This six-step SSI instructional model aims to create a forum that encourages students to interact with one-another and discuss their arguments dynamically. In paper III students’ argumentation and decision-making upon an authentic SSI relating to environmental toxins in fish from the Baltic Sea, was studied. The students’ argumentation and decision making processes were followed closely and data were collected during multiple stages of the SSI-instructional model. The analysis focused on students’ skills of evaluation and the relationships between the values, knowledge and experiences that they used in their argumentation. The results showed that 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, depending on their background values, knowledge and experiences (i.e. their intellectual baggage). Implications for teaching and research are discussed.
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