| 1. |
- Lindahl, Britt, et al.
(författare)
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Socio-scientific Issues : A Way to Improve Students’ Interest and Learning?
- 2011
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Ingår i: US-China Education Review B. - New York : David Publishing Company. - 2161-6248 .- 1548-6613 .- 1930-1529. ; 8:9, s. 342-347
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Tidskriftsartikel (refereegranskat)abstract
- According to many documents, there is a strong need to renew science education. One way could be to work with SSI (socio-scientific issues). This paper reports on both students' and teachers' experiences and learning when working with socio-scientific issues in science education in secondary school (aged from 13 to 16). The approach is multidimensional, as factors that influence cognition as well as motivation and the forming of attitudes are complex. Results suggest that SSI work forms are more important than personal factors for explaining outcomes. Relevant issues, autonomy and functioning group work seem to be important aspects of successful SSI work together with structure provided by the teacher, and information that challenges previous knowledge. In general, SSI seems to be most efficient for students, who believe that they learn from presenting and discussing their knowledge, focus on "the large picture", acknowledge own responsibility for learning, find school science personally relevant and are self-efficacious. It seems that the outcomes from SSI work are much in the hands of the teacher. This paper is a short summary of the first year and quantitative part of the project. Further results from the project will later be found in our homepage (http://www.sisc.se).
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| 2. |
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| 3. |
- Areskoug, Mats, et al.
(författare)
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Naturvetenskapens bärande idéer : för lärare F-6
- 2013
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Att undervisa i de naturorienterande ämnena (NO) i de tidiga skolåren är ett utmanande, spännande och roligt uppdrag. Dessa ämnen spänner dock över stora innehållsområden och därför kan det vara svårt att få en överblick och välja ett innehåll som är lämpligt för åldersgruppen.Den här boken hjälper lärare att få grepp om det viktigaste innehållet i de naturvetenskapliga ämnena. Författarna beskriver naturvetenskaperna ur ett helhetsperspektiv och ger en övergripande struktur, som kompletteras med relevanta begrepp. Naturvetenskapens bärande idéer förklaras mer i detalj och utifrån en rad konkreta vardagliga exempel. Innehållet diskuteras i förhållande till Läroplan för grundskolan, förskoleklassen och fritidshemmet (Lgr 11).Boken kan användas både som kurslitteratur för blivande lärare och som ämnesfördjupning för verksamma lärare.
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| 4. |
- Areskoug, Mats, et al.
(författare)
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Naturvetenskapens bärande idéer : för lärare F-6
- 2020. - 3
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Att undervisa i de naturvetenskapliga ämnena (NO) i de tidiga skolåren är ett utmanande, spännande och roligt uppdrag. Dessa ämnen spänner dock över stora innehållsområden och därför kan det vara svårt att få en överblick och välja ett innehåll som är lämpligt för åldersgruppen.Den här boken hjälper läraren att få grepp om det viktigaste innehållet i de naturvetenskapliga ämnena. Naturvetenskapens grundläggande och bärande idéer förklaras detaljerat och belyses med en rad konkreta och vardagliga exempel. Innehållet diskuteras i förhållande till Läroplan för grundskolan, förskoleklassen och fritidshemmet (Lgr 11).Boken kan, gärna i kombination med boken Naturvetenskapens bärande idéer i praktiken, användas både som kurslitteratur för blivande lärare och som ämnesfördjupning för verksamma lärare.Den 3:e upplagan har reviderats i förhållande till ändringarna i kursplanerna 2020.
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| 5. |
- Areskoug, Mats, et al.
(författare)
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Naturvetenskapens bärande idéer : för förskollärare
- 2020. - 2
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Att arbeta med naturvetenskap i förskolan är ett utmanande, spännande och roligt uppdrag. Alla har vi väl förundrats över barns nyfikenhet och goda observationsförmåga när de möter naturvetenskapliga fenomen. Många förskollärare berättar också att det är tacksamt att arbeta med naturvetenskap. Ämnesområdet är stort och det kan vara svårt att som förskollärare få en överblick och veta vad man ska läsa in sig på för att få idéer till relevanta uppgifter att göra tillsammans med barnen.Den här boken handlar om de bärande idéerna i naturvetenskap och är tänkt att stödja förskolläraren i strävan att få grepp om det viktigaste innehållet. Ambitionen är att dra upp de stora linjerna snarare än att ge en heltäckande beskrivning. Exempel från vardagliga sammanhang används för att visa på bärkraften i dessa idéer.Den nya upplagan är reviderad i enlighet med förskolans nya läroplan (Lpfö 18).
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| 6. |
- Areskoug, Mats, et al.
(författare)
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Naturvetenskapens bärande idéer : för förskollärare
- 2020
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- Att arbeta med naturvetenskap i förskolan är ett utmanande, spännande och roligt uppdrag. Alla har vi väl förundrats över barns nyfikenhet och goda observationsförmåga när de möter naturvetenskapliga fenomen. Många förskollärare berättar också att det är tacksamt att arbeta med naturvetenskap. Ämnesområdet är stort och det kan vara svårt att som förskollärare få en överblick och veta vad man ska läsa in sig på för att få idéer till relevanta uppgifter att göra tillsammans med barnen. Den här boken handlar om de bärande idéerna i naturvetenskap och är tänkt att stödja förskolläraren i strävan att få grepp om det viktigaste innehållet. Ambitionen är att dra upp de stora linjerna snarare än att ge en heltäckande beskrivning. Exempel från vardagliga sammanhang används för att visa på bärkraften i dessa idéer. Den nya upplagan är reviderad i enlighet med förskolans nya läroplan (Lpfö 18).
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| 7. |
- Areskoug, Mats, et al.
(författare)
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Naturvetenskapens bärande idéer : för lärare F-6
- 2013
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- Att undervisa i de naturorienterande ämnena (NO) i de tidiga skolåren är ett utmanande, spännande och roligt uppdrag. Dessa ämnen spänner dock över stora innehållsområden och därför kan det vara svårt att få en överblick och välja ett innehåll som är lämpligt för åldersgruppen. Den här boken hjälper lärare att få grepp om det viktigaste innehållet i de naturvetenskapliga ämnena. Författarna beskriver naturvetenskaperna ur ett helhetsperspektiv och ger en övergripande struktur, som kompletteras med relevanta begrepp. Naturvetenskapens bärande idéer förklaras mer i detalj och utifrån en rad konkreta vardagliga exempel. Innehållet diskuteras i förhållande till Läroplan för grundskolan, förskoleklassen och fritidshemmet (Lgr 11). Boken kan användas både som kurslitteratur för blivande lärare och som ämnesfördjupning för verksamma lärare.
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| 8. |
- Areskoug, Mats, et al.
(författare)
-
Naturvetenskapens bärande idéer : för lärare F-6
- 2020
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- Att undervisa i de naturvetenskapliga ämnena (NO) i de tidiga skolåren är ett utmanande, spännande och roligt uppdrag. Dessa ämnen spänner dock över stora innehållsområden och därför kan det vara svårt att få en överblick och välja ett innehåll som är lämpligt för åldersgruppen. Den här boken hjälper läraren att få grepp om det viktigaste innehållet i de naturvetenskapliga ämnena. Naturvetenskapens grundläggande och bärande idéer förklaras detaljerat och belyses med en rad konkreta och vardagliga exempel. Innehållet diskuteras i förhållande till Läroplan för grundskolan, förskoleklassen och fritidshemmet (Lgr 11). Boken kan, gärna i kombination med boken Naturvetenskapens bärande idéer i praktiken, användas både som kurslitteratur för blivande lärare och som ämnesfördjupning för verksamma lärare. Den 3:e upplagan har reviderats i förhållande till ändringarna i kursplanerna 2020.
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| 9. |
- Areskoug, Mats, et al.
(författare)
-
Naturvetenskapens bärande idéer för förskollärare
- 2016. - 1
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Att arbeta med naturvetenskap i förskolan är ett utmanande, spännande och roligt uppdrag. Alla har vi väl förundrats över barns nyfikenhet och goda observationsförmåga när de möter naturvetenskapliga fenomen. Många förskollärare berättar också att det är tacksamt att arbeta med naturvetenskap.Ämnesområdet är stort och det kan vara svårt att som förskollärare få en överblick och veta vad man ska läsa in sig på för att få idéer till relevanta uppgifter att göra tillsammans med barnen.Den här boken handlar om de bärande idéerna i naturvetenskap och är tänkt att stödja förskolläraren i strävan att få grepp om det viktigaste innehållet. Ambitionen är att dra upp de stora linjerna snarare än att ge en heltäckande beskrivning. Exempel från vardagliga sammanhang används för att visa på bärkraften i dessa idéer.Boken är tänkt som kurslitteratur för blivande förskollärare och ämnesfördjupning för verksamma lärare i förskolan. Innehållet diskuteras i förhållande till förskolans läroplan.
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| 10. |
- Areskoug, Mats, et al.
(författare)
-
Naturvetenskapens bärande idéer för förskollärare
- 2016
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Att arbeta med naturvetenskap i förskolan är ett utmanande, spännande och roligt uppdrag. Alla har vi väl förundrats över barns nyfikenhet och goda observationsförmåga när de möter naturvetenskapliga fenomen. Många förskollärare berättar också att det är tacksamt att arbeta med naturvetenskap. Ämnesområdet är stort och det kan vara svårt att som förskollärare få en överblick och veta vad man ska läsa in sig på för att få idéer till relevanta uppgifter att göra tillsammans med barnen. Den här boken handlar om de bärande idéerna i naturvetenskap och är tänkt att stödja förskolläraren i strävan att få grepp om det viktigaste innehållet. Ambitionen är att dra upp de stora linjerna snarare än att ge en heltäckande beskrivning. Exempel från vardagliga sammanhang används för att visa på bärkraften i dessa idéer. Boken är tänkt som kurslitteratur för blivande förskollärare och ämnesfördjupning för verksamma lärare i förskolan. Innehållet diskuteras i förhållande till förskolans läroplan.
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| 11. |
- Areskoug, Mats, et al.
(författare)
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Naturvetenskapens bärande idéer i praktiken : metodik för lärare F-6
- 2015
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- I den här boken ges konkreta förslag på hur man kan arbeta med naturvetenskap i årskurserna F-6. Läraren ska kunna erbjuda lärandesituationer där eleverna kan skapa sig grundläggande förståelse för energi, materia, ekologi, människokroppen, krafter och vårt solsystem.
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| 12. |
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| 13. |
- Barron, Laura, et al.
(författare)
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Profiling in-service teachers across Europe to determine their attitude to IBSE
- 2013
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Ingår i: Science education Research for evidence-based Teaching and Coherence in Learning. - : ESERA. - 9789963700776
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Konferensbidrag (refereegranskat)abstract
- The ESTABLISH FP7-funded project is involved with development and implementation of professional development workshops to support teachers in adopting more inquiry based approaches in their teaching. Identifying teacher views, goals, practices and the challenges they face in implementing inquiry activities, can inform teacher educators of the needs of their participating teachers. This can also inform them to provide the appropriate support in order to help teachers overcome obstacles and develop their own practice in inquiry. This paper outlines the initial results from a profiling instrument used to examine teachers’ beliefs about IBSE, attitudes to teaching science and teaching by inquiry and some ideas about their current practices. The data presented in this paper outlines the profile of the teachers when they came to the first of the ESTABLISH teacher workshops in a number of European countries. This paper outlines a summary of the development of the evaluation tool, how the evaluation data was collected and analysed and highlights the key findings.
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| 14. |
- Broman, Karolina, 1969-, et al.
(författare)
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Chemistry in crisis? : Perspectives on teaching and learning chemistry in Swedish upper secondary schools
- 2011
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Ingår i: NorDiNa. - Oslo : Naturfagsentret. - 1504-4556 .- 1894-1257. ; 7:1, s. 43-60
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Tidskriftsartikel (refereegranskat)abstract
- Explanations for a decline in the number of students studying chemistry at advanced level all over the world have been sought for quite some time. Many students do not find chemistry relevant and meaningful and there have been difficulties in developing school chemistry courses that engage students sufficiently and tempt them to further studies in the field. In this study, Swedish upper secondary school students (Ns=372) and their teachers (Nt=18) answered a questionnaire on their experiences of the content and the working methods of their chemistry course. They were also given the opportunity to express ideas on how to make chemistry courses more interesting and meaningful. The results point out some subject areas as both easy and interesting, e.g. atomic structure; while other areas are hard to understand but still interesting, e.g. biochemistry. The students find chemistry lessons teacher-centred, something they appreciate. When teachers and students gave suggestions on how to improve the relevance of chemistry education at upper secondary level, more laboratory work and connections to everyday life were the most common proposals. But on the whole, these students seem quite satisfied with their chemistry courses.
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| 15. |
- Ekborg, Margareta, et al.
(författare)
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Flickorna och fysiken
- 1999
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- "Flickor och fysik" tar upp fysik i skolan ur ett könsperspektiv. 550 högstadieelever har besvarat frågor om arbetssätt, innehåll och lärarens betydelse i de naturvetenskapliga ämnena fysik, kemi, teknik och biologi. En uppseendeväckande slutsats är flickors låga självvärdering i framförallt fysikämnet - trots att flickor i biologi, kemi och fysik har högre betyg än pojkarna. Det ser också mycket olika ut när flickor och pojkar rangordnar vad de vill ta upp i ämnena och detta borde diskuteras när man gör upp kursplaner konstaterar författarna.
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| 16. |
- Ekborg, Margareta, et al.
(författare)
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How student teachers' understanding of the greenhouse effect develops during a teacher education programme
- 2006
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Ingår i: NorDiNa. - 1504-4556 .- 1894-1257. ; 5:5, s. 17-29
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports on a longitudinal study on how student teachers' understanding of the greenhouse effect developed through a teacher education programme in mathematics and science for grades 1-7 (age 7-13). All student teachers, who were accepted to the programme one year, were followed trough 2.5 years of the programme for seven terms. The student teachers took science courses in which they were taught about the greenhouse effect. They answered a questionnaire three times (n=60, n=49, n=47 respectively) in which they judged if a number of statements, about the investigated phenomena, were correct or not. In the last two questionnaires they also responded to an open-ended question about the greenhouse effect. The results show that a majority of the student teachers developed an adequate understanding of the greenhouse effect during the teaching programme. Several of the students developed further in the second science course. However a rather big group of students with poor understanding did not develop any further in the second science course and no one demonstrated full understanding. Different ways of collecting data and categorising responses affected how the students’ understanding was interpreted, which also is discussed.
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| 17. |
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| 18. |
- Ekborg, Margareta
(författare)
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How student teachers use scientific conceptions to discuss a complex environmental issue
- 2003
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Ingår i: Journal of Biological Education. - : Institute of Biology. - 0021-9266 .- 2157-6009. ; 37:3, s. 126-132
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Tidskriftsartikel (refereegranskat)abstract
- This paper focuses upon the extent to which student teachers develop conceptual understanding about key scientific principles through their training, and the extent to which they can deploy this knowledge in discussions of complex environmental issues. All students involved in the teacher-training programme answered a questionnaire -- before and after their first term of the programme -- in which their conceptions of respiration and photosynthesis were tested. 15 students were also interviewed about a newspaper article that discusses the ethicality of using surplus heat from a crematorium in the far heating system. They were asked to comment on the article, to pose questions about the issue and explicitly asked what happens to the bodies if either combusted or buried. The first results show that some students, though not the majority, develop their ability to answer conceptual questions about scientific content as a result of their first science course. However, even among these students, the task of deploying this conceptual understanding in discussions of complex, socially relevant questions proved very difficult. Most students expressed personal opinions without using scientific arguments. It may be that the students have not developed the ability to recognise and distinguish different contexts or that the learning situation has not been challenging enough.
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| 19. |
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| 20. |
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| 21. |
- Ekborg, Margareta, et al.
(författare)
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Hur utvecklas lärarstudenters argumentation angående en autentisk fråga med naturvetenskapligt innehåll vid undervisning?
- 2006
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Ingår i: Naturfagdidatikkens mange facetter. - : København: Danmarks Pædagogiske Forlag.. ; , s. 273-286
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Tidskriftsartikel (refereegranskat)abstract
- I artikeln redovisas ett forskningsprojekt som bygger vidare på en tidigare undersökning om hur studenter i lärarutbildning använder naturvetenskapliga kunskaper när de diskuterar en autentisk fråga - en tidningsartikel som handlar om användning av värme från ett krematorium till fjärrvärme. Studenter i den nuvarande lärarutbildningen i naturvetenskap läser en kurs i humanbiologi i vilket ett studiebesök på ett krematorium ingår, inklusive för- och efterarbete. Frågeställningar: Hur förändras studenternas argumentation under kursen? På vilket sätt samverkar kunskaper och värderingar vid ställningstagandet? Datainsamling skedde genom enkäter i början och slutet av kursen i vilka studenterna tog fram argument för olika alternativ. Resultatet visar att ingen förändring av argumentation skedde under kursen. Det personliga ställningstagandet var inte beroende av kunskaper. Studenterna tog endast fram värderande argument mot användning av värmen och framför allt faktaargument för användning av värmen.
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| 22. |
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| 23. |
- Ekborg, Margareta
(författare)
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Is heating generated from a crematorium an appropriate source for district heating? Student teachers reasoning about a complex environmental issue
- 2005
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 11:5, s. 557-573
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports on a longitudinal study on how science student teachers’ reasoning about a complex environmental issue developed through a teacher education programme in mathematics and science for grades 1–7 (ages 7–13). Of special interest was to follow the ways in which student teachers used scientific knowledge in their reasoning. The issue was taken from a newspaper article discussing the use of surplus heat from a crematorium for district heating. A group of 14 student teachers were followed through 21/2 years of a teacher education programme, during which they were interviewed three times. The results showed that the student teachers drew upon scientific knowledge only to a limited degree when they were asked to clarify the situation in the article, quickly taking standpoints based upon emotional arguments. Several student teachers experienced a contradiction between science and their emotions. It was also shown that there was a conceptual problem, which could be important for how the student teachers understood the issue, and thereby influenced their decision-making.
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| 24. |
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| 25. |
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| 26. |
- Ekborg, Margareta
(författare)
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Naturvetenskaplig utbildning för hållbar utveckling? : en longitudinell studie av hur studenter på grundskollärarprogrammet utvecklar för miljöundervisning relevanta kunskaper i naturkunskap
- 2002
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this study the concept of sustainable development is discussed and what contribution a science teacher can make. Some scientific concepts relevant for environmental education are defined. To understand the concepts mean to be able to explain phenomena and to be able to use the conceptions as tools when discussing complex environmental issues. The ability to discuss complex issues is discussed. The aims of study were to study how student teachers in a programme oriented towards science for the first seven years in school develop scientific understanding and ability to discuss complex issues. Another aim was to relate the students’ experience of their own learning and the teaching to what they learn. Data were collected mainly by questionnaires and interviews. The whole student group answered questionnaires three times and about 15 students were interviewed three times. In the questionnaires the students answered questions about some ecological concepts. Their knowledge about causes and consequences of two global environmental issues were tested. They drew concept maps illustrating how complex they look upon an issue. In the interviews the students were asked about the teaching and their learning. They discussed a complex issue dealing with weather or not it is ethical to use surplus heat from a crematorium in the far heating system. The teachers were asked about the courses and about the students’ learning. Several learning projects could be identified. All the students had the intention to become teachers for young pupils. Parallel to this they wanted to pass the exams and to understand. Depending on the learning projects the students interpreted both the questions they were asked and the relevance of the contents in the science courses. This could explain why a majority of the students did not develop understanding of the investigated concepts. Most students did not use much science as a tool for decision-making when discussing the complex issue. There was a discrepancy between the students' learning projects and the teachers' learning projects for the students. When the students experienced this gap they went into rote learning to pass the exams. Those students whose learning project was to understand developed a better scientific understanding.
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| 27. |
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| 28. |
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| 29. |
- Ekborg, Margareta, et al.
(författare)
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NTA som skolutvecklingsprogram : utvärdering av effekten av kompetensutveckling på lärarna och deras värderingar samt effekten på kommun- och rektorsnivå
- 2007
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- För de flesta lärare är det viktigaste med NTA att det ger inspiration, glädje och lust i arbetet med naturvetenskap och teknik i de tidigare skolåren. På de skolor där man arbetar med NTA får många elever en undervisning i naturvetenskap och teknik som inte bara handlar om naturen och människokroppen. För en del elever betyder det också att de får mer undervisning i dessa ämnen. För en del lärare ger NTA en möjlighet till ökad reflektion över sin undervisning samtidigt som de utvecklar en pedagogisk kompetens som de kan använda i andra ämnen. Både lärare med och utan naturvetenskap i sin utbildning uppskattar NTA. Den nästan obefintliga kritik som finns mot lådorna och utbildningarna kommer från några lärare med utbildning i naturvetenskap.I skolutveckling kan NTA fungera genom att undervisningen i naturvetenskap och teknik på skolan ökar i omfattning och blir kvalitativt bättre. NTA kan vara ett led i att höja den pedagogiska kompetensen och likaså ett led i arbetet med lokala arbetsplaner, språkutveckling och individuella utvecklingsplaner. Det finns exempel på hur NTA kan vara ett medel att öka kontakterna med det omgivande samhället.En slutsats är att arbetet med NTA utvecklas olika beroende på lärares grundläggande kompetens och på de möjligheter de ser i utveckling av materialet. NTA kan vara en viktig kugge i skolutveckling beroende på vilken skolutveckling som prioriteras och vilka möjligheter och förutsättningar skolledarna ser och utnyttjar.
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| 30. |
- Ekborg, Margareta, et al.
(författare)
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NTA som skolutvecklingsprogram : utvärdering av effekten av kompetensutveckling på lärarna och deras värderingar samt effekten på kommun- och rektorsnivå
- 2007
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- För de flesta lärare är det viktigaste med NTA att det ger inspiration, glädje och lust i arbetet med naturvetenskap och teknik i de tidigare skolåren. På de skolor där man arbetar med NTA får många elever en undervisning i naturvetenskap och teknik som inte bara handlar om naturen och människokroppen. För en del elever betyder det också att de får mer undervisning i dessa ämnen. För en del lärare ger NTA en möjlighet till ökad reflektion över sin undervisning samtidigt som de utvecklar en pedagogisk kompetens som de kan använda i andra ämnen. Både lärare med och utan naturvetenskap i sin utbildning uppskattar NTA. Den nästan obefintliga kritik som finns mot lådorna och utbildningarna kommer från några lärare med utbildning i naturvetenskap. I skolutveckling kan NTA fungera genom att undervisningen i naturvetenskap och teknik på skolan ökar i omfattning och blir kvalitativt bättre. NTA kan vara ett led i att höja den pedagogiska kompetensen och likaså ett led i arbetet med lokala arbetsplaner, språkutveckling och individuella utvecklingsplaner. Det finns exempel på hur NTA kan vara ett medel att öka kontakterna med det omgivande samhället. En slutsats är att arbetet med NTA utvecklas olika beroende på lärares grundläggande kompetens och på de möjligheter de ser i utveckling av materialet. NTA kan vara en viktig kugge i skolutveckling beroende på vilken skolutveckling som prioriteras och vilka möjligheter och förutsättningar skolledarna ser och utnyttjar.
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| 31. |
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| 32. |
- Ekborg, Margareta
(författare)
-
Opinion building in a socio-scientific issue : the case of genetically modified plants
- 2008
-
Konferensbidrag (refereegranskat)abstract
- This paper presents results from a study with the following research questions: Are pupils' opinions on genetically modified organisms (GMOs) influenced by biology teaching? What is important for the opinion pupils hold and how does knowledge work together with other parameters such as values? 64 pupils in three upper secondary schools answered questionnaires, in which they expressed opinions and gave arguments on applications of GMOs, before and after biology courses. The pupils’ knowledge of genetics and GMOs was also investigated. Eleven pupils were then interviewed in order to go into argumentation in more depth. Results from questionnaires show ore pupils were positive about genetically modified tomatoes after the courses. No correlation was found between knowledge of basic genetics and opinion. Most of the pupils could express arguments for and against the applications but they built their personal opinion on different arguments. An important concern was potential risks. This was confirmed in the interview. Few had any idea of how the different applications are risk assessed or how scientists work. Depending on risk judgement and/or how they trusted scientists, the pupils came to different opinions. Other important factors for opinions were the purpose of the application, the time perspective and emotions.
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| 33. |
- Ekborg, Margareta
(författare)
-
Opinion building in a socio-scientific issue : the case of genetically modified plants
- 2008
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Ingår i: Journal of Biological Education. - : Informa UK Limited. - 0021-9266 .- 2157-6009. ; 42:2, s. 60-65, s. 113-125
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Tidskriftsartikel (refereegranskat)abstract
- This paper presents results from a study with the following research questions: (a) are pupils’ opinions on genetically modified organisms (GMOs) influenced by biology teaching; and (b) what is important for the opinion pupils hold and how does knowledge work together with other parameters such as values? 64 pupils in an upper secondary school answered questionnaires, in which they expressed opinions and gave arguments on applications of GMOs, before and after biology courses. The pupils’ knowledge of genetics and GMOs was also investigated. Eleven pupils were then interviewed to examine their reasoning in more depth. More pupils were positive about genetically modified tomatoes after the courses. Males were more positive than females. No correlation was found between knowledge of basic genetics and opinion. Most of the pupils could express arguments for and against the applications but they built their personal opinion on different arguments. An important concern was potential risks. Depending on risk judgement and/or how they trusted scientists, the pupils came to different conclusions. Few had any idea of how the different applications are risk assessed or how scientists work. Other important factors for decision-making were the purpose of the application, the time perspective and feelings.
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| 34. |
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| 35. |
- Ekborg, Margareta
(författare)
-
Opinion building in a socio-scientific issue: the case of genetically modified plants.
- 2008
-
Ingår i: Journal of Biological Education. ; 42:2, s. 60-65
-
Tidskriftsartikel (refereegranskat)abstract
- This paper presents results from a study with the following research questions: (a) are pupils’ opinions on geneticallymodified organisms (GMOs) influenced by biology teaching; and (b) what is important for the opinion pupils hold andhow does knowledge work together with other parameters such as values? 64 pupils in an upper secondary schoolanswered questionnaires, in which they expressed opinions and gave arguments on applications of GMOs, before andafter biology courses. The pupils’ knowledge of genetics and GMOs was also investigated. Eleven pupils were then interviewedto examine their reasoning in more depth. More pupils were positive about genetically modified tomatoes afterthe courses. Males were more positive than females. No correlation was found between knowledge of basic geneticsand opinion. Most of the pupils could express arguments for and against the applications but they built their personalopinion on different arguments. An important concern was potential risks. Depending on risk judgement and/or how theytrusted scientists, the pupils came to different conclusions. Few had any idea of how the different applications are riskassessed or how scientists work. Other important factors for decision-making were the purpose of the application, thetime perspective and feelings.
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| 36. |
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| 37. |
- Ekborg, Margareta, et al.
(författare)
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Science for Life : Characteristics of Socio Scientific Issues that are interesting to different pupils
- 2008
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- We present initial results from a research project aiming at investigating how pupils and teachers develop interest and knowledge in science when working with socio-scientific issues (SSI). The theoretical framework developed for modelling and analysing authentic socio-scientific cases has been submitted to the conference (Ekborg et al.). So far, research concerning work with SSI has not particularly discussed the characteristics of the content of the issues. We need more detailed knowledge about what features in content and organization of the SSI that affect the development of interest, knowledge and self-efficacy among the pupils. The socio-scientific cases developed and used in this project are relevant according to characteristics of SSI described by Ratcliffe & Grace (2003) and to the national curriculum. During the autumn 2007 approximately 2000 pupils in Sweden have worked with one or several ases. A questionnaire-based instrument was used to measure the affective domain of students’ attitudes towards and interest in science. The students were asked to answer one questionnaire before starting to work with the first case and a second questionnaire after finishing a case. The theoretical base for development of the instrument and a description of how we will consider the multivariate characteristics of student and the situation (and in later stages of the research project - the learning outcomes) has also be en submitted to the conference (Lindahl & Winberg,). On the poster the first preliminary results of which components of the tasks are most influential on students’ interest to work with socio-scientific issues in secondary school will be presented. How do the task characteristics relate to students’ affective and cognitive experiences during the work with the cases? Will e.g. the context influence boys and girls differently?
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| 38. |
- Ekborg, Margareta, et al.
(författare)
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SCIENCE FOR LIFE – a conceptual framework for construction and analysis of socio-scientific cases
- 2009
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Ingår i: NorDiNa. - Oslo : Naturfagsenteret. - 1504-4556 .- 1894-1257. ; 5:1, s. 35-46
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this paper is to describe a conceptual framework to be used as a tool for analyzing work with socio-scientific issues (SSI) and for constructing SSI cases in secondary school. The framework consists of six components describing the more detailed characteristics of SSI. The components were chosen to reflect what we know from research about what might have an impact on students’ learning and interest in science. Six socio-scientific cases were then constructed and these are discussed in the article. The cases are relevant in that they both display the characteristics of SSI and meet the requirements of the Swedish national curriculum. The components and the cases are described in a table. This work is the first step in an evidence-based research project aiming at investigating if, how and why students and teachers in secondary school develop knowledge and interests when working with SSI.
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| 39. |
- Ekborg, Margareta, et al.
(författare)
-
Science for Life - a conceptual framework for modelling socio-scientific cases
- 2008
-
Konferensbidrag (refereegranskat)abstract
- The aim of this paper is to describe the development of a conceptual framework, which can be used as an analytical tool for understanding and constructing socio-scientific cases (SSI). This work is the first step in an evidence-based research project aiming at investigating if, how and why students and teachers in secondary school develop knowledge and interests when working with SSI in science. The framework focuses on content and features of the SSI. It will be used as a tool for analyzing what components of the tasks are most influential on interest and learning in work with SSI in secondary school. The six components were chosen to reflect what we know from research literature about what might have an impact on interest and learning. It is possible to find variants within each component. Six socio-scientific cases were constructed which will be discussed. They are relevant according to characteristics of SSI and to the national curriculum. The framework consists of a matrix with the six components and six cases. It is possible to find variants within each component. Here follows a brief description of the components and the cases. Components 1. Starting point- the authentic setting. It can be fictive and non-fictive e.g. TV-programme or novel. 2. School science subject 3. Nature of the scientific knowledge-base and evidence - e.g. well agreed upon, contradictory reports 4. Social content - e.g. media power, economy, ethics. 5. Use of scientific knowledge for e.g. decision –making, clarifying, risk assessment 6. Type of conflict – on an individual group or structural level Cases 1. You are what you eat? Critical scrutinizing of a TV-programme. 2. Laser treatment and near sightedness. Personal homepage. To decide if it is worthwhile to go through such a treatment and about who should pay. 3. To hear or not to hear? Excerpt from novel. Analysis of different views and arguments. 4. Me, my family and global warming. Family situation. To produce a realistic plan for how to decrease the carbon dioxide emissions of the family. 5. Are mobiles hazardous? Newspaper articles. To decide about the consequences for use of a mobile or how to choose when buying a new one. 6. Climate-friendly food in school? School canteen. To suggest changes and to write a letter to the headmaster,
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| 40. |
- Ekborg, Margareta, et al.
(författare)
-
Science for Life –for life : a conceptual framework for modelling socio-scientific cases
- 2008
-
Konferensbidrag (refereegranskat)abstract
- Development of a conceptual framework for modelling socio-scientific cases A report from the research project “Science for Life” Introduction This paper describes the first step of a research project aiming at investigating how pupils and teachers develop interest and knowledge in science when working with socio-scientific issues. Background, Aims and Framework There is need to develop science education in order to develop pupils’ interest and knowledge in science (Aikenhead, 2006; EU, 2007). One way is to bring in a humanistic perspective (Aikenhead, 2006) and to focus more on scientific literacy than science literacy Roberts (2007). Ratcliffe & Grace (2003) have characterized socio-scientific issues (SSI) as important for society and with basis in science. They involve forming opinions, are frequently media-reported, involve values and ethical reasoning, may require some understanding of probability and risks and there are no “right” answers. In studies about SSI pupils have usually been working with an issue typically including a dilemma. They have been observed and/or interviewed and their written reports have been analysed (Aikenhead, 2007; Jimiénez-Aleixandre & Pereiro-Munoz, 2002; Grace & Ratcliffe, 2002; Kölstø. 2001). Aikenhead (2006) summarises in a research review that pupils working with SSI generally sought little scientific fact, weighing values more heavily than science. Lewis and Leach (2006) report hat pupils need scientific knowledge, but they can engage in issues about gene technology with relatively modest science knowledge, if the content is well designed and contextualised Another question deals with whether or not the pupils develop conceptual understanding in science when working with SSI. It seems that an issue with social relevance is more motivating to the students. However SSI are often complex and therefore more difficult to understand (Aikenhead, 2006). On the other hand motivation can overcome complexity and lead to greater achievement on traditional science tests (Sadler, 2004). Research project We need to gain more detailed knowledge about what features in content and organization affect the development of interest, knowledge and self-efficacy among the pupils. As reported above, most research concerning work with SSI in science does not particularly discuss characteristics of the content. The aim of this evidence-based research project is to learn more about what importance the features of the actual case or issue as well as factors in classroom work, have for the impact on students’ interest and learning. Another aim is to gain more detailed knowledge about teachers’ experiences with teaching SSI. We are interested in knowing more about what importance the features of issue has for the impact on teachers as well as students. The project is conducted in three steps. In step one, reported in this paper, a conceptual framework, consisting of six components (table 1), is developed and operationalized into a number of authentic cases for science in school. Aikenhead (2006) draws the conclusion that most work attempting to change school practice has failed as a result of problems arising when researchers try to transfer the success of one research project to a new context. Most studies are small-scale studies involving only a few volunteer science teachers to initiate the novel project. Therefore in step two we have a quantitative research approach. About 100 school classes in Sweden with approximately 1500 pupils worked with one or several cases during 2007 (data on how the task characteristics relate to students’ affective and cognitive experiences during work will be available spring 08). Methods and Samples The aim of this paper is to describe how a conceptual framework, which can be used as an analytical tool for understanding and constructing socio-scientific cases, was developed. The framework focuses on content and features of the SSI. It will be used as a tool for analyzing what components of the tasks are related to, and most influential on, interest and learning in work with socio-scientific issues in secondary school. The six omponents are chosen to reflect what we know from research literature about what might have an impact on interest and learning. It is possible to find variants within each component. For example SSI should be authentic but what importance does the specific authentic context have? Results The framework consists of a grid with the six components and the six cases. We will describe the model in detail and how it can be used for construction of cases and analyses of the work in school. Starting-point (authentric situation), school science subject, nature of scientific content, social content, use of scientific knowledge and level of co conflict of interest. Components 1. Starting-point (authentic situation), - TV-programme, newspaper articles, personal homepage, a novel, the pupils’ family situation and the school cantina 2. School science subject - biology, chemistry, physics ant technology 3. Nature of the scientific knowledge-base and evidence - e.g. well agreed upon, contradictory reports 4. Social content - e.g. economy, ethics, media 5. Use of scientific knowledge - decision-making, suggestions, critical scrutinizing, investigating 6. Level of conflict – individual, the societal and the structural level Conclusions and Implications The six cases developed from the model are briefly described. 1. You are what you eat? Anna Skipper is the host of the Swedish version of the TV- production “You are what you eat”. In each programme a person with weight problems, usually over-weight, gets advice about how to change lifestyle to get fit. The pupils’ mission is to scrutinize the advice given and to compare the information about food, exercise and health with other sources. The pupils make decisions about their personal life style. Teachers and pupils decide together how the result should be reported. 2. Laser treatment and near sightedness On a personal homepage Susi tells about how much she hates wearing glasses and that she finally has gone through laser treatment for her near sightedness. It cost lots of money and the costs are not covered by the social insurance system. The mission is to decide if it is worthwhile go through such a treatment and about who should pay – the individual – or society. Teachers and pupils decide together how the result should be reported 3. To hear or not to hear? In an excerpt from the novel Talk, talk by T.S. Boyle, Dana who is deaf since birth and her hearing boyfriend Bridger discuss if cochlea implant is a solution for Dana. She is very hesitant as she feels that hearing or not has to do with her identity. This is very difficult for Bridger to understand. The mission is to analyse different ways to judge this situation and to take out arguments for different views. We do not find it appropriate to encourage the pupils to have a personal opinion on what Dana should do. Teachers and pupils decide together how the result should be reported 4. Me, my family and global warming The mission is to find ideas for how the pupils’ families can contribute to decreasing carbon dioxide emissions. The pupils start out by mapping the family’s need for transportation, what kind of motor-driven vehicles there are in the family, and how these are used. After that they test different alternatives considering ecological, scientific, economical and social aspects. The mission is to produce a realistic plan for how to decrease the carbon dioxide emissions of the family. 5. Are mobiles hazardous? Starting from two articles from the same newspaper – one saying that are no risks with mobiles and the one saying that the risk for developing a brain tumour is considerable. The pupils should find out what information there is, how it is provided and by whom. The mission is to make a decision about the consequences for their own use of a mobile and/or how they would choose when buying a new one. Teachers and pupils decide together how the result should be reported 6. Climate-friendly food in school? The mission is for class to check how food, served in the school canteen, affects the climate and if there are better alternatives to some examples of food. The mission is to suggest a change and to write a letter to the headmaster and ask him to consider. Bibliography Aikenhead, Glen. (2006). Science Education for Everyday Life: Evidence-Based Practice. New York: Teachers College Press. EU (2007). Science Education in Europe Grace, Marcus, & Ratcliffe, Mary. (2002). The science and values that young people draw upon to make decisions about biological conservation issues. International Journal of Science Education, 24(11), 1157-1169. Jimiénez-Aleixandre, M-P, & Pereiro-Munoz, C. (2002). Knowledge producers or knowledge consumers? Argumentation and decision making about environmental management. International Journal of Science Education, 24(11), 1171-1190. Kolstø, S. D. (2001). 'To trust or not to trust,...'-pupils' ways of judging information encountered in a socio-scientific issue. International Journal of Science Education, 23(9), 877-901 Lewis, J. & Leach, J. (2006). Discussion of Socio-scientific Issues. The Role of Science Education. International Journal of Science Education, 28 (11). 1267-1287. Ratcliffe, Mary, & Grace, Marcus. (2003). Science Education for Citizenship. Teaching Socio-Scientific Issues. Maidenhead: Open University Press. Roberts, Douglas, A.(2007). Scientific Literacy/Science Literacy. In Abell & Lederman (Eds.). Handbook of Research on Science Education. Mahwah, New Jersey: LEA Publishers Sadler, T. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research in Science Teaching 41 (5).,513-536
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| 41. |
- Ekborg, Margareta
(författare)
-
Student-teachers' Learning Outcomes during Science Subject Matter Courses.
- 2005
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Ingår i: International Journal of Science Education. - : Routledge. - 0950-0693 .- 1464-5289. ; 27:14, s. 1671-1694
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Tidskriftsartikel (refereegranskat)abstract
- This paper is about a longitudinal study to investigate how student teachers developed understanding of somekey ecological concepts during a teacher education programme. Another aim was to interpret the studentteachers' intentions in respect of the programme and to examine how these intentions influenced their learning.A group of students were followed trough 2.5 years of a teacher education programme. The whole studentgroup (n = between 47 and 60) answered a questionnaire three times. Their understanding of scientificconcepts, relevant to environmental education, was examined. 14 students were interviewed three times abouta newspaper article discussing the use of surplus heat from a crematorium. The students were also asked aboutexpectations of the teaching programme and of learning experiences from their science courses and fromschool practice. It s concluded that many of the student teachers did not develop the conceptual understandingnecessary to be able to engage with the socio-scientific issue presented to them. It also concludes that many ofthe student teachers approach the learning of science content from the perspective of their personal notions ofthe tasks of a primary schoolteacher, which is significantly different from the perspectives underpinning thecurriculum and the intention of teacher educators. The connection between these two conclusions is discussed.
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| 42. |
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| 43. |
- Ekborg, Margareta, et al.
(författare)
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Teachers and SSI in Sweden
- 2010
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Ingår i: Contemporary science education research: preservice and inservice teacher education. - Ankara, Turkey : Pegem Akademi. ; , s. 253-262, s. 253-262
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Konferensbidrag (refereegranskat)abstract
- In this study we investigate a large group of teachers´ work with socio-scientific issues (SSI). They could choose between several cases and were free to organize the work as they found appropriate. How do teachers describe their work and what does it tell us about how they interpret school science and SSI specifically? 55 teachers answered a questionnaire after the work and seven were also interviewed. The teachers found the SSI to be current topics with interesting content and relevant tasks. They felt confident about the work and group work was common. Problems were that the students did not easily formulate questions, critically examine arguments or use media for more information. The result was verified in the interviews. The interviewed teachers did not find this work new, but still they organized it as “a special event”. They had different ideas about learning, but, they all talked about knowledge as a set of facts to be taken in. Further they understood SSI work as “free” work and group work was frequent, but only a few of the teachers expressed explicit strategies relating to these. It can be questioned if the teachers actually worked with SSI.
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| 44. |
- Ekborg, Margareta, et al.
(författare)
-
Teachers’ experience of working with socio-scientific issues : a large scale and in depth study
- 2013
-
Ingår i: Research in science education. - : Springer Netherlands. - 0157-244X .- 1573-1898. ; 43:2, s. 599-617
-
Tidskriftsartikel (refereegranskat)abstract
- The research is an investigation of teachers’ experience of working with socio-scientific issues (SSI). A large group of teachers (55) chose one of six cases with the characteristics of SSI and were free to organize the work as they found appropriate. The research focuses on how teachers chose content, organized their work and experienced the students’ interest and learning. The teachers answered a questionnaire after working with the cases and seven of them were interviewed to provide in-depth understanding of issues raised in the questionnaire. The teachers found the SSI to be current topics with interesting content and relevant tasks and they felt confident about the work. They were quite content with the students’ learning of scientific facts, how to apply scientific knowledge and to search for information. However, they found that the students did not easily formulate questions, critically examine arguments or use media to obtain information about the task. The interviewed teachers did not find this work new, but they organized it as ‘a special event’. They understood SSI work as ‘free’ work and group work was frequent, but only a few of the teachers developed explicit strategies for teaching SSI. They had different ideas about learning but they all talked about knowledge as a set of facts to be taken in by the students. They all included elements of SSI but mostly to introduce the regular science content. However the teachers started to reflect upon the potential of using SSI to cover more goals in the curriculum.
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| 45. |
- Ekborg, Margareta, et al.
(författare)
-
Working with socio scientific issues in secondary school : Students’ learning in a case about global warming
- 2010
-
Konferensbidrag (refereegranskat)abstract
- In this study we report about secondary school (age 14- 15) students’ learning when working with a socio-scientific case - Me, my family and global warming. 27 students in five groups answered a test after 9 hours of teaching. The test included four questions about conceptual understanding, one question about applying knowledge, two questions about asking questions to one researcher and one politician and one question about resources’ trustworthiness. We also audio recorded the students’ poster presentations and performed three focus group interviews after the work. The students were presented an advertisement for a green car as a starting point for the discussion. In the data we identified the students’ conceptual understanding. We then used four aspects in competence for SSI defined by Sadler et al. (2007): Recognizing the complexity of SSI, examining issues from multiple perspectives, appreciating that SSI are subject to ongoing inquiry and exhibiting skepticism when presented potentially biased information. Then we constructed a matrix to define three levels of these aspects. The students worked with the simple questions in the case, e.g. comparing how their families travel. Most groups however, did not carefully examine the issue, i.e. they failed to identify it as a SSI-case with complexity and different levels of conflicts. The test results showed that the students know that emissions from a car have weight and they all know that carbon dioxide is released when a car drives and when oil is combusted, but they did not seem to have the basic conceptual understanding of the chemical reaction. Three of the five groups did recognize a need for inquiry but they did not use the information they got to make any decision. The students showed no skepticism to the information they found. Neither were they prepared to ask questions with a high degree of complexity. Most questions were on a personal level. To conclude, the students increase their scientific content knowledge somewhat during the work with the case but the outcome of the case is not very encouraging when it comes to cover aspects of nature of science in the curriculum.
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| 46. |
- Ekborg, Margareta, et al.
(författare)
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Working with socio-scientific issues . Students’ and teachers’ experiences
- 2010
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Ingår i: Proceedings of the XIV Symposium of the International Organization for Science and Technology Education (IOSTE). - : Institute for Innovation and Development of University of Ljubljana. ; , s. 382-392
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- We present a research project aiming at investigating how teachers and students in lower secondary school experience work with socio-scientific issues (SSIs). Our interest concerns the importance the actual content has for the students‘ interest and learning and how students‘ gender and attitudes towards science, affect their experience. Another interest is how the teachers describe their work with the cases, the students‘ learning and what difficulties they encounter in the work. We have compared students‘ and teachers‘ experiences of the SSI work. Data have been collected by questionnaires with students and teachers and interviews with teachers. The teachers confirm results from this and other studies that students are interested in working with socio-scientific issues. However some of results are contradictory. The teachers felt safe with content and work forms but they still arranged SSI as something special and even if they were comfortable with group work they generally did not seem to know how to facilitate the students‘ work. Both students and teachers found the work interesting and the teachers but not the students judged that the students learnt as much science as usual. Both students and teachers perceived critical thinking, search for information, and ability in argumentation as learning outcomes that were developed during the work with the case.
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| 47. |
- Engström, Susanne, 1962-
(författare)
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Att vördsamt värdesätta eller tryggt trotsa : Gymnasiefysiken, undervisningstraditioner och fysiklärares olika strategier för energiundervisning
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Energiundervisning inom gymnasiets skolfysik ska enligt kursplaner inbegripa begreppsförståelse, undersökande arbetssätt och fysikkunskaper satta i sammanhang. Dessutom framhåller politiska dokument att fysikundervisningen ska inkludera hållbar utveckling som ett sätt att kontextualisera fysikkunskaper och bidra till elevers handlingskompetens. Utifrån denna bakgrund studeras i avhandlingen ämnesinnehåll för insikter i exempelvis hållbar energianvändning och huruvida ett sådant innehåll undervisas eller inte inom fysikämnet. Avhandlingen fokuserar sedan på varför fysiklärare undervisar som de gör. Genom att låta ett antal ”experter” via en enkätintervjuundersökning beskriva sin syn på ämnesinnehåll för insikter i hållbar energi så framkommer behovet av fysikbegrepp, större sammanhang och värderande aspekter. I uppföljande analyser relaterade till energidelen inom fysik A-kursen på gymnasiet framkommer att värderande ämnesinnehåll och kontextualisering av fysikbegreppen saknas. Varför undervisar fysiklärare som de gör? Med utgångspunkt i ”expertstudiens” ämnesinnehåll och empiri från en enkät utsänd till samtliga fysiklärare i Sverige, undervisande i fysik A under läsåret 2008 – 2009, görs analyser grundade i kritiskt perspektiv. Genom att använda Pierre Bourdieu´s teoretiska begrepp kapital och habitus som analysverktyg uttolkas vem den typiske fysikläraren är, olika undervisningsstrategier och varför. 268 fysiklärare har besvarat cirka 700 frågor/påståenden vilken givit empiri till analyser. Den typiske fysikläraren värdesätter utbildning och högaktar fysikvetenskapen. Han undervisar traditionellt genom en fysikbok, beskriver grundläggande fysikbegrepp och samband samt vägleder genom beräkningar. Den typiske fysikläraren framhåller visserligen allmänbildning och att fysikkunskaper ska sättas i sammanhang men undervisar inte så. En efterföljande klusteranalys resulterar i tre olika fysiklärartyper avseende synsätt, val av ämnesinnehåll och undervisningsstrategier. Typernas habitus rekonstrueras varvid förklaringar till undervisningsstrategier kan skönjas. Resultatet visar hur de konstruerade lärartypernas bakgrund och livsmönster spelar roll för undervisningsval. Avhandlingens slutsats är att lärare och blivande lärare bör reflektera över sin ”ryggsäck”; vad som finns med i form av erfarenheter och livsupplevelser som bidrar till ställningstaganden och strategier. Om man vördsamt värdesätter eller tryggt trotsar … fysiktraditionen.
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| 48. |
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| 49. |
- Hasslöf, Helen, et al.
(författare)
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Discussing sustainable development among teachers : an analysis from a conflict perspective
- 2014
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Ingår i: International Journal of Environmental and Science Education. - Bolu : International Society of Educational Research. - 1306-3065. ; 9:1, s. 41-57
-
Tidskriftsartikel (refereegranskat)abstract
- Education for Sustainable Development has been discussed as problematic, as a top down directive promoting an ―indoctrinating‖ education. The concept of the intertwined dimensions (economic, social-cultural, and environmental) of sustainable development is seen both as an opportunity and as a limitation for pluralistic views of sustainability. In this paper we study possibilities that allow different perspectives of sustainability to emerge and develop in discussions. We focus on the conflicting perspectives of the intertwined dimensions in some main theoretical models in combination with the use of Wertsch’s function of speech framework to construct a conflict reflection tool. As an illustrative case, we apply this conflict reflection tool to an analysis of a discussion among seven secondary school teachers on climate change. The results in this particular example show the dynamics of speech genre and content in developing different perspectives. We conclude our paper with a discussion of the conflicting view of the integrated dimensions of sustainability in relation to an agonistic pluralistic approach, and we consider its relevance in an educational context.
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| 50. |
- Hasslöf, Helen, et al.
(författare)
-
SubjectMeets Subject in ESD
- 2010
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Environmental education has been a topic for biology teachers in Sweden, as well as in many other countries, since the 1970th (Björneloo, 2007; Öhman, 2006). However as a requirement due to the goals of Education for Sustainable Development (ESD), environmental education has broadened up to embrace other subjects as well. ESD seeks to integrate ecological, social and economic perspectives into the education. Facts, values, democracy and action competence are important aspects (UNESCO, 1995). To educate for sustainable development is indeed a challenge and a way to put the education into authentic problems of the world. The aim of this study is to investigate how interdisciplinary group meetings can broaden teachers’ understanding of ESD. This first study of my thesis investigates what perspectives of sustainable development that are emphasized, when teachers from different disciplines meet in a joint discussion. Research questions: What aspects are emphasized by teachers in an interdisciplinary discussion about sustainable development? What do different teachers consider as important aspects of sustainable development after an interdisciplinary discussion? This case study is based on a discussion between teachers at a literature seminar. The target group was chosen from teachers taking an in-service course at Malmö University. This course is one of the components included in the RCE-project “Food & ESD” running at Malmö University. The teachers normally work in public schools in Malmö with pupils age 13-15. The teachers represent different subjects as for example: natural science, social science, language, mathematics and home economics. The course given had an interdisciplinary approach dealing with the consequences of our food production and consumption in the frame of sustainable development. A socio cultural perspective is used as a starting point for this study. In this research design I have my starting point from the teachers’ discussion. A literature seminar was videotaped and semi-structured interviews were used after the discussion. The transcripts from the seminar and the interviews are now the subject of analysis and the results will emerge during this winter and spring. The very first indications show that the mutual discussion brings about topics from as well ecological, social as economic dimensions. The different perspectives continue through the conversation despite which school subject the talking person represent, however, it seems to be a qualitative difference of how the subject is treated.
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