| 1. |
- Clucas, Paul, et al.
(författare)
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Traces of Bildung in Upper Secondary Science Education : A Critical Investigation of Chemistry Teachers' Orientation Towards Promoting Bildung in Chemistry Education
- 2024
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Ingår i: Science & Education. - : Springer. - 0926-7220 .- 1573-1901.
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Tidskriftsartikel (refereegranskat)abstract
- There is a need of a component in science education that can orient students to the complexity characterising the natural sciences position in relation to a globalised risk society and the Anthropocene. Recently, the implications of the German philosophical and educational construct Bildung have been discussed in this regard. In this paper, we investigate in what aspect an orientation towards promoting Bildung manifests in Swedish upper secondary school chemistry teachers' visions and views for their teaching. In view of the reported impact of neoliberal policy in narrowing the scope of education, with such narrowing possibly excluding dimensions of philosophical-ethical reflection in science teaching, we also investigate in what aspect economic goals associated with neoliberalism might hinder a Bildung orientation in the vision and views of the five chemistry teachers that were interviewed. Results revealed "Bildung-related elements" to be present in the chemistry teaching visions of all the teachers, however without strong Bildung orientation. Significantly, four of the five teachers reported contextual factors consistent with the impact of neoliberal policy in education as marginalising their work to realise Bildung-related elements. In addition, factors outside of teachers' awareness were also found to marginalise Bildung. Common for all five teachers were neoliberal values at the level of teachers' implicit beliefs, with our analysis pointing to the possibility that teachers view Bildung-related elements in their chemistry teaching as commodifiable entities. We argue that these implicit beliefs disempower the teachers in relation to a teaching praxis that seeks to guide students towards their own Bildung.
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| 2. |
- Guerrero, Gonzalo, et al.
(författare)
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Critical scientific and environmental literacies : a systematic and critical review
- 2024
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Ingår i: Studies in science education. - : Taylor & Francis. - 0305-7267 .- 1940-8412. ; , s. 1-47
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Tidskriftsartikel (refereegranskat)abstract
- In a global context of climate crisis and extension of other planetary boundaries, science education and particularly scientific and environmental literacies have a key role towards a sustainable transformation and climate and environmental action. However, scientific, or ecological literacies are highly complex, defined and interpreted in different ways, and depend upon its social, cultural, and political contexts. Previous research has reported that some definitions or conventional visions of scientific literacies are typically disconnected from this global catastrophe and controversially have been supported by neoliberal capitalism agendas that underpin 21st-century global economies. To tackle this scenario, new and critical approaches in science education articulated with environmental literacies are imperative. This paper provides a systematic review of critical scientific and environmental literacies, seeking opportunities to materialise and promote awareness towards a process of ‘conscientisation’ in science education. Findings report and examine the range and spectrum of definitions about how critical scientific literacies have been defined, conceptualised and studied from the 1990s.
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| 3. |
- Li, Baoyu, et al.
(författare)
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Education for Sustainability Meets Confucianism in Science Education
- 2023
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Ingår i: Science & Education. - : Springer. - 0926-7220 .- 1573-1901. ; 32:4, s. 879-908
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Tidskriftsartikel (refereegranskat)abstract
- Confucianism provides a specific view on the world held by many people living in several Asian societies. It offers views on humans and nature that generally differ from other traditional or Western modern views. The paper presents a systematic analysis of the literature in education with a focus on science education about the connection of Confucianism with education for sustainability. It suggests a framework for how education for sustainability can be operated in the foreground of Confucian societies taking concepts from the international literature into consideration. This critical review provides justification for a stronger reflection about how to include ideas from Confucianism into education for sustainability in the teaching and learning of science. It suggests that Confucian thinking offers a rich and authentic context for science learning in Confucian societies and and also provides a chance to reflect on views of humans, nature, and science in science education in other societies, potentially contributing to the development of more balanced and holistic worldviews.
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| 4. |
- Sjöström, Jesper, Professor, 1974-
(författare)
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Bildning som didaktisk ledstjärna
- 2023. - 3
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Ingår i: Att bli lärare. - Stockholm : Liber. - 9789147147489 ; , s. 27-32
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Kapitlet fokuserar på lärares komplexa kunskapsuppdrag och föreslår bildning som ledstjärna. Didaktiken blir då bildningsorienterad. Kapitlet lyfter fram några perspektiv och frågor, som man som lärare kan använda sig av vid planering av och reflektion över bildningsorienterad undervisning.
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| 5. |
- Sjöström, Jesper, Professor, 1974-
(författare)
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Bildung-oriented Subject Didactics for Sustainability
- 2021
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Subject didactics has contact points to (1) other educational sciences such as pedagogy, pedagogical work, general didactics and education studies, (2) the school subject / subject area, and (3) practical teaching (Sjöström, 2018a). This model is only one of several different ways to understand subject didactics as a knowledge field (Cramer & Schreiber, 2018). Comparative studies of different areas of subject didactics are usually referred to as "comparative subject didactics" (e.g., Ligozat & Almqvist, 2018). I am interested in such studies as well as in what unites different subject didacts, i.e. what can be called "general subject didactics" (see e.g. Hopmann, 2007; Kansanen, 2009; Sjöström, 2018a). Wolfgang Klafki’s (2000/1958) five question areas about the subject matter and teaching are applicable on all subject areas. They deal with the structure and relevance of the content and implications for teaching and learning in and about the subject. Generally, I would argue that there are two main types of subject didactics, splitting all subject-specific didactic areas. The first type is empirical-analytical and is emphasizing the scientific side (in a quite narrow sense). The other type is humanistic-aesthetic and is – in addition to empirical-analytical aspects – also emphasizing philosophical-ethical and practical-aesthetic aspects of didactics. I would claim that Klafki’s Bildung-oriented didactics belongs to this second type. At the conference I will present a general model for humanistic subject didactics. It is helpful as a tool when reflecting about different aspects of subject didactics from humanistic perspectives for a specific subject area. The model consists of three reflection levels/areas as well as both socio-cultural-historical perspectives and worldview perspectives in a broad sense. An integrative worldview is especially interesting from a sustainability perspective (Hedlund-de Witt, 2014), and also an eco-reflexive approach (Sjöström, 2018b).
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| 6. |
- Sjöström, Jesper, Professor, 1974-, et al.
(författare)
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Characteristics of science teaching in preschool
- 2020
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Ingår i: Electronic Proceedings of the ESERA 2019 Conference. The beauty and pleasure of understanding: engaging with contemporary challenges through science education. - Bologna : Alma Mater Studiorum – University of Bologna. - 9788894587401 ; , s. 1860-1868
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Bokkapitel (refereegranskat)abstract
- This paper focuses on characteristics of science teaching in preschool. Science in general is in focus, but a special interest is put on what may characterize chemistry teaching in preschool. The study is part of a much broader R&D programme where in total almost three hundred preschool teachers/managers collaborate with a researcher group to which we belong. The participants (N=177) were in the autumn 2018 asked to answer a question in an e-mail-questionnaire about their views on science/chemistry teaching in preschool. On average a participant answered with 30 words, but obviously there was a big span, from 1 to 444 words in a single answer. In the word material (consisting of about 5400 words in total) we looked for common and prominent words, words used only low-frequently or not at all, and other patterns. We identified eighteen words that were used about 30 times or more. Among these words are: experiment, water, animal, plant, nature, forest, explore, examine, phenomenon, and baking. Low frequently used words were categorized in seven categories, among them chemistry. The words atom, molecule and particle could not at all be found in the word material. More qualitatively we also looked for patterns/traces based on the three main Didaktik questions: Why? What? and How?. Statements from the preschool teachers/managers were categorized in seven categories. In the discussion and forthcoming studies we will relate science/chemistry teaching in preschool both to the recently revised curriculum for the Swedish preschool and to other content areas and more general theories and ideas on what may characterize teaching in preschool.
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| 7. |
- Sjöström, Jesper, Professor, 1974-
(författare)
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Didaktik
- 2021
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Ingår i: Teorier för undervisning och lärande. - Malmö : Gleerups Utbildning AB. - 9789151101590 ; , s. 49-71
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 8. |
- Sjöström, Jesper, Professor, 1974-, et al.
(författare)
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”Didaktik bör genomsyra hela lärarutbildningen”
- 2022
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Ingår i: Skolvärlden. - 0037-6566. ; :2022-05-06
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Didaktik för bildning kräver didaktisk forskning och etisk klokhet, kreativitet och praktisk skicklighet. Fokus för bildningsdidaktik är ett ständigt sökande efter kunskapens och livets meningsfullhet samt en vilja till individuellt och kollektivt ansvarstagande. En sådan värdegrundsförankrad didaktik behöver genomsyra hela lärarutbildningen och skolan om vi ska möta de utmaningar som antropocen, människans tidsålder, ställer oss inför.
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| 9. |
- Sjöström, Jesper, Professor, 1974-, et al.
(författare)
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Didaktik bör genomsyra hela lärarutbildningen
- 2022
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Ingår i: Skola & Samhälle. - 2001-6727. ; :2022-05-12
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Hur kan lärarutbildningen dra nytta av didaktiska teorier och analyser? Jesper Sjöstrom och Ruhi Tyson menar att lärarutbildningens alla delar bör förhålla sig till didaktiska teorier och modeller med målet att stödja professionella lärare i att skapa meningsfull och forskningsförankrad undervisning, inte minst för bildningens skull.
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| 10. |
- Sjöström, Jesper, Professor, 1974-
(författare)
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Didaktik – ett huvudområde för lärarutbildning
- 2020
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Ingår i: Skola & Samhälle. - 2001-6727. ; :2020-10-15
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Didaktik är ett för lärare centralt praktik-teoretiskt kunskapsområde. Området har en lång historia inom akademin, men har aldrig slagit igenom vare sig inom akademin eller i skolan. Det är dags att ändra på det – gör didaktik till huvudområde inom lärarutbildning, på samma sätt som vårdvetenskap är huvudområde inom sjuksköterskeutbildning.
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