| 1. |
- 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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| 2. |
- Bernholt, Sascha, et al.
(författare)
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Digitising teaching and learning : additional perspectives for chemistry education
- 2019
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Ingår i: Israel Journal of Chemistry. - : Wiley-VCH Verlagsgesellschaft. - 0021-2148 .- 1869-5868. ; 59, s. 554-564
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Tidskriftsartikel (refereegranskat)abstract
- Chemistry requires and combines both observable and mental representations. Still we know that learners often struggle in combining these perspectives successfully, especially when experimental observations contradict the model-based explanations, e.g. in interpreting the chemical equilibrium as dynamic processes while observing a static system without any visible changes. Digital media offer potentials that might not have been accessible to this degree until now. However, we do not know enough with regard to the degree and effects these media tools have in supporting learning processes but perhaps also in hindering them. This article presents four approaches on how to potentially make use of digital media in learning processes based on theoretical considerations and empirical investigations. The projects will explore applications of media as visualization, learning and investigation tools in chemistry education, embracing techniques from virtual realities to eye-tracking.
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| 3. |
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| 4. |
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| 5. |
- Broman, Karolina, 1969-, et al.
(författare)
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Analysing Task Design and Students’ Responses to Context-Based Problems Through Different Analytical Frameworks
- 2015
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Ingår i: Research in Science & Technological Education. - : Informa UK Limited. - 0263-5143 .- 1470-1138. ; 33:2, s. 143-161
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Tidskriftsartikel (refereegranskat)abstract
- Background: Context-based learning approaches are used to enhance students’ interest in, and knowledge about, science. According to different empirical stud- ies, students’ interest is improved by applying these more non-conventional approaches, while effects on learning outcomes are less coherent. Hence, further insights are needed into the structure of context-based problems in comparison to traditional problems, and into students’ problem-solving strategies. Therefore, a suitable framework is necessary, both for the analysis of tasks and strategies. Purpose: The aim of this paper is to explore traditional and context-based tasks as well as students’ responses to exemplary tasks to identify a suitable frame- work for future design and analyses of context-based problems. The paper dis- cusses different established frameworks and applies the Higher-Order Cognitive Skills/Lower-Order Cognitive Skills (HOCS/LOCS) taxonomy and the Model of Hierarchical Complexity in Chemistry (MHC-C) to analyse traditional tasks and students’ responses. Sample: Upper secondary students (n=236) at the Natural Science Programme, i.e. possible future scientists, are investigated to explore learning outcomes when they solve chemistry tasks, both more conventional as well as context-based chemistry problems. Design and methods: A typical chemistry examination test has been analysed, first the test items in themselves (n=36), and thereafter 236 students’ responses to one representative context-based problem. Content analysis using HOCS/ LOCS and MHC-C frameworks has been applied to analyse both quantitative and qualitative data, allowing us to describe different problem-solving strategies. Results: The empirical results show that both frameworks are suitable to identify students’ strategies, mainly focusing on recall of memorized facts when solving chemistry test items. Almost all test items were also assessing lower order think- ing. The combination of frameworks with the chemistry syllabus has been found successful to analyse both the test items as well as students’ responses in a sys- tematic way. The framework can therefore be applied in the design of new tasks, the analysis and assessment of students’ responses, and as a tool for teachers to scaffold students in their problem-solving process. Conclusions: This paper gives implications for practice and for future research to both develop new context-based problems in a structured way, as well as pro- viding analytical tools for investigating students’ higher order thinking in their responses to these tasks.
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| 6. |
- Broman, Karolina, 1969-, et al.
(författare)
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Context and content : Upper secondary students’ strategies when solving context-based chemistry problems
- 2015
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Konferensbidrag (refereegranskat)abstract
- Context-based learning (CBL) approaches are applied in several countries to enhance interest, de-emphasise rote learning, and improve students’ higher order thinking. One way to develop higher order thinking is through the use of meaningful tasks, in this study perceived as context-based chemistry tasks. To explore students’ problem-solving strategies when approaching these tasks, both students’ responses as well as scaffolding from the interviewer using the Model of Hierarchical Complexity (MHC-C) have been analysed. Through think-aloud interviews with 20 upper secondary students who solved context-based chemistry tasks, results show that students are used to lower order thinking and stating “the correct answer” by memorising factual knowledge. Two different groups of problem-solving strategies will be presented in the presentation, one group of students who only gave responses through recall of factual knowledge, and one group who gave responses not only by stating facts but instead also could explain structure-property relationships on their own. However, both groups of students could develop their responses and improve their problem solving through scaffolding from the interviewer’s use of MHC-C operators (i.e. name, describe, and explain). If students are going to solve problems not only through recall of facts, the process of problem-solving has to be practiced and emphasised in school;; not only the task’s response in itself is important if we want students to learn chemistry in a meaningful way. Teachers can develop their students’ problem-solving strategies by scaffolding using suitable frameworks, such as the MHC-C. Besides making students aware of higher ordering thinking, one way to practice such skills is through reasoning and argumentation;; when students develop their argumentation skills, they also challenge their thinking. For argumentation to be rewarding, it must rely on both facts and higher order cognitive skills as transfer, critical thinking and asking questions.
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| 7. |
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| 8. |
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| 9. |
- Broman, Karolina, 1969-, et al.
(författare)
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Students’ application of chemical concepts when solving chemistry problems in different contexts
- 2015
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Konferensbidrag (refereegranskat)abstract
- Context-based learning approaches have been implemented in school science over the last 40 years as a way to enhance students’ interest in, as well as learning outcomes from, science. Contexts are used to connect science with the students’ lives and to provide a frame in which concepts can be learned and applied on a ‘need-to-know’-principle. While effects on interest are coherently reported as positive, they are more diverse regarding cognitive learning outcomes. Hence, the demand for further research on criteria of context-based problems and problem-solving processes has been stated. In this talk, a study is presented investigating students’ application of chemical concepts when solving context-based chemistry problems. Tasks for context-based problem solving have been designed systematically, using different combinations of contexts, topics and chemistry concepts in relation to the syllabus. Empirical data were collected using think-aloud interviews where 20 upper secondary students used their chemical content knowledge to solve the problems. The 15 context-based problems raised challenges within organic chemistry where concepts like electronegativity, polarity and solubility had to be applied. The difficulty to differentiate between intra- and intermolecular bonding emphasised in earlier research has also been apparent in this study. Besides the structural formula, which was an important part for the students when solving the tasks, the contextualisation of the problems was often used in the responses; students related their answers to the personal, societal or professional context in different ways. Results will be discussed and implications for context-based teaching, learning and assessment will be given.
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| 10. |
- Broman, Karolina, 1969-, et al.
(författare)
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Students' application of chemical concepts when solving chemistry problems in different contexts
- 2014
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Ingår i: Chemistry Education Research and Practice. - : RSC Publishing. - 1756-1108. ; 15:4, s. 516-529
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Tidskriftsartikel (refereegranskat)abstract
- Context-based learning approaches have been implemented in school science over the last 40 years as a way to enhance students' interest in, as well as learning outcomes from, science. Contexts are used to connect science with the students' lives and to provide a frame in which concepts can be learned and applied on a ‘need-to-know’-principle. While effects on interest are coherently reported as positive, they are more diverse regarding cognitive learning outcomes. Hence, the demand for further research on criteria of context-based problems and problem-solving processes has been stated. In this paper, a study is presented investigating students' application of chemical concepts when solving context-based chemistry problems. Tasks for context-based problem solving have been designed systematically, using different combinations of contexts, topics and chemistry concepts in relation to the syllabus. Empirical data were collected using think-aloud interviews where 20 upper secondary students used their chemical content knowledge to solve the problems. The 15 context-based problems raised challenges within organic chemistry where concepts like electronegativity, polarity and solubility had to be applied. The difficulty to differentiate between intra- and intermolecular bonding emphasised in earlier research has also been apparent in this study. Besides the structural formula, which was an important part for the students when solving the tasks, the contextualisation of the problems was often used in the responses; students related their answers to the personal, societal or professional context in different ways. The paper explores the results and gives implications for context-based teaching, learning and assessment.
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| 11. |
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| 12. |
- Broman, Karolina, 1969-, et al.
(författare)
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Using Model-based Scaffolds to Support Students Solving Context-based Chemistry Problems
- 2018
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Ingår i: International Journal of Science Education. - : Informa UK Limited. - 0950-0693 .- 1464-5289. ; 40:10, s. 1176-1197
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Tidskriftsartikel (refereegranskat)abstract
- Context-based learning aims to make learning more meaningful by raising meaningful problems. However, these types of problems often require reflection and thinking processes that are more complex and thus more difficult for students, putting high demands on students’ problem-solving capabilities. In this paper, students’ approaches when solving context-based chemistry problems and effects of systematic scaffolds are analysed based on the Model of Hierarchical Complexity. Most answers were initially assigned to the lowest level of the model; higher levels were reached without scaffolds only by few students and by most students with scaffolds. The results are discussed with regard to practical implications in terms of how teachers could make use of context-based tasks and aligned scaffolds to help students in this activity.
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| 13. |
- Elmgren, Maja, 1964-, et al.
(författare)
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Best Practices in the Use of Learning Outcomes in Chemistry Education
- 2013
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Konferensbidrag (refereegranskat)abstract
- Guiding chemistry education for the future requires the exchange of perspectives on core knowledge, skills and competencies. Learning outcomes-driven chemistry education is increasingly practiced, providing new opportunities for international comparisons. The interest in intended learning outcomes and constructive alignment has grown in many parts of the world due to both research in higher education [1] and political decisions (e. g. the Bologna process in Europe). We have developed a method for learning by sharing and comparing best practice of the use of these outcomes, to enhance learner-centered chemistry education both in the developed and developing countries. As a starting point, the overarching guidelines for chemistry education in Europe, North America and Australia were compared and discussed, with awareness of varying circumstances and terminology, which is necessary for this project to be useful in different settings. In focus were chemistry-specific and transferable skills as well as some higher order thinking skills (including aspects of conceptual, procedural and metacognitive knowledge [2]) rather than content and factual knowledge.The overarching guidelines were in turn compared with local learning outcomes for chemistry education at several universities. We evaluated how learning outcomes for courses and modules were linked to each other and to learning outcomes for educational programs. Furthermore we discussed how the expected learning outcomes were aligned with learning activities and assessment. A tool was designed to facilitate this, and used for self-analysis at the involved universities.We conclude that the method has promising features and can be used to elucidate the correspondence between learning outcomes at different levels, and the constructive alignment between learning outcomes, learning activities and assessment. A full electronic report and manual for the benchmarking procedure will be produced at the conclusion of the project, including a collection of examples of good/best practice for dissemination.ReferencesJ. B. Biggs and C. S. Tang, Teaching for quality learning at university: what the student does. (Open University Press, Maidenhead, 2011).L. W. Anderson and D. R. Krathwohl et al., Taxonomy for learning, teaching and assessing – A revision of Bloom’s taxonomy of educational objectives (Longman, New York, 2001)
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| 14. |
- Hofverberg, Anders, 1985-
(författare)
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Motivation, students, and the classroom environment : exploring the role of Swedish students’ achievement goals in chemistry
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overarching aim of this thesis is to deepen the knowledge about students’ achievement goals in chemistry and how they relate to students’ epistemic beliefs (beliefs about knowledge) and to their perceptions of classroom goal structures (instructional practices that emphasize certain achievement goals). Achievement goals are defined as the purpose behind students’ engagement in achievement behavior. They are important components in students’ motivation and influence students’ success and well-being in school. This thesis primarily focuses on two types of achievement goals: mastery and performance goals. Students with mastery goals define success in relation to prior performances and the task at hand and they strive to develop their competence. Students with performance goals define success in relation to others and they strive to demonstrate their relative competence. To study students’ achievement goals, questionnaire data and responses on a chemistry test were collected from Swedish and German students in Grades 5-11 and analyzed through statistical methods.The results show that it was possible to statistically differentiate between two different performance goals (striving to outperform others and avoid being outperformed by others) in the German data, but not in the Swedish. This challenges the universality of achievement goal models. Regarding the relationship between achievement goals and epistemic beliefs, the results indicated that sophisticated epistemic beliefs correlated with mastery goals and naïve beliefs correlated with performance goals. These relationships varied over time, especially in the transition from lower to upper secondary school, which therefore is an interesting time point to study further. The interaction between achievement goals and classroom goal structures was studied by using them as joint predictors of students’ autonomous motivation and performance on the chemistry test. The most important predictor for high autonomous motivation and high test scores was strong mastery goals. This effect was enhanced when students also perceived strong mastery structures in the classroom. Conversely, mastery goals were less beneficial if students pursued performance goals simultaneously. There were also differences in the interactions between achievement goals and goal structures over school years. Together, the results imply that teachers should support students’ mastery goals through striving to create classroom environments with strong mastery structures.In conclusion, this thesis highlights the complexity of achievement goals and their relations to other aspects of the educational context. This shows the need for future research to take, for example, the universality of achievement goal models and the importance of interaction effects into consideration.
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| 15. |
- Manni, Annika, 1971-, et al.
(författare)
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Perceived learning experiences regarding Education for sustainable development : within Swedish outdoor education traditions
- 2013
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Ingår i: NorDiNa. - Oslo : NorDina, Naturfagssenteret. - 1504-4556 .- 1894-1257. ; 9:2, s. 187-205
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Tidskriftsartikel (refereegranskat)abstract
- This article presents results from a Swedish exploratory study investigating perceptions of the learning experiences related to education for sustainable development (ESD) by students 10-12 years old. A comprehensive questionnaire with both open and closed questions asking for the students’ cognitive, emotional, practical, social, and situated learning experiences was developed. The empirical material consists of the responses from 209 students from six schools. The schools were selected to get a variety of both school programs regarding ESD and outdoor education activities. The results reported here reveal relationships between areas of students’ learning experiences, mainly between the cognitive, emotional, and social areas. Comparisons between the schools illustrate different approaches to teaching as well as the students’ diverse perceptions of these practices. The questionnaire developed for the project proved to be a valid instrument for researching the relationships and complexities in ESD learning, thus demonstrating its potential for use in future studies.
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| 16. |
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Narratives of Doctoral Studies in Science Education : making the transition from educational practitioner to researcher
- 2016
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This book explores the ways in which small scale research studies arise from issues of practice, and how they are conceptualised, theorised and implemented using a variety of methodological approaches and frameworks. The narratives written by thirteen doctoral students tell real stories of projects and challenges that researchers face when making the transition from educational practitioner to researcher. Considering case studies from the UK, Sweden and Germany, chapters seek to investigate and inform others about how doctoral students solved individual and typical problems linking practice and research. Each methodological journey highlights and illustrates the iterative and cyclic nature of research, and the normality of the process of going back and forth between data and theory, making changes of direction as research proceeds. The book includes frameworks for combining research, theory and practice, drawing from the methodological decisions and conclusions each contributor made to develop their own practice oriented research. Narratives of Doctoral Studies in Science Education will be key reading for researchers and academics in the fields of educational research, science education, research methods and higher education, as well as masters and doctoral students undertaking their own research projects.
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| 17. |
- Parchmann, Ilka, et al.
(författare)
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Context-based chemistry learning : The relevance of chemistry for citizenship and Responsible Research and Innovation
- 2017
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Ingår i: Contextualizing teaching to improving learning. - New York : Nova Science Publishers, Inc.. - 9781536118698 - 9781536118452 ; , s. 25-39
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Bokkapitel (refereegranskat)abstract
- Abstract: Chemistry is related to almost every material, question, and topic. Chemical reactions take place in every living organism, in the environment, and in the industrial production of all the different products we use. Still it has a negative connotation for many laypersons. Educational links between contexts and the multi-perspective facets of chemistry aim to develop a better foundation for citizenship and responsible research and innovation (RRI). This chapter will give reasons for and explore such approaches of context-based learning in chemistry.
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| 18. |
- Parchmann, Ilka, et al.
(författare)
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Context-based learning in different environments : design and approaches of answering context-based tasks in school, out-of-school and university learning environments
- 2014
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Ingår i: The 23rd IUPAC International Conference on Chemistry Education (ICCE 2014).
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Konferensbidrag (refereegranskat)abstract
- Context-based learning (cbl) is well established in science education, as a guideline for curriculum development as well as a topic for research. While in Europe, most research and development focused on school level, Canadian amd American approaches provide impressive examples for context-based learning in higher education. In our projects we use context-based tasks for learners in different environments and on different levels of education, such as regular teaching on secondary level (Nentwig et al., 2007; Parchmann et al., submitted), out-of-school learning in so called sutdent-labs for primary (Dunker et al., in press) and secondary school students (Schwarzer et al., 2013), and for tutorials on university level (Parchmann et al., submitted). In this presentation we will explore the design criteria for cbl-tasks referring to the different groups of learners and to the different learning situations. We will also give insights into first results of analyzing students' approahces of working with cbl-tasks.
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| 19. |
- Parchmann, Ilka, et al.
(författare)
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Context-based teaching and learning on school and university level
- 2015
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Ingår i: Chemistry education. - Berlin : Wiley-VCH Verlagsgesellschaft. - 9783527336050 - 9783527679300 ; , s. 259-278
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Bokkapitel (refereegranskat)abstract
- Chemistry seems to be an interesting and encouraging area for some students, while others do not see a relevance for it to their own life and interests. The so-called “context-based learning (CBL) approaches” aim to overcome this challenge by linking chemistry to application that often refer to daily life or societal issues but also to modern research and development. At the school level, CBL offers insights into the different fields of application of chemistry to encourage students to be open-minded on their daily lives but also to think about future careers and on-going learning opportunities of interest. At the university level, CBL connects the basic topic areas of chemistry to different study courses, interests, and applications. This approach is of particular interest in lectures with a variety of different students at the beginning of their studies.The chapter explores the theoretical background and give examples for CBL at different levels. It also explores problem-solving strategies by experts and novices that can support the planning of CBL tasks for other researchers and practitioners in education.
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| 20. |
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| 21. |
- Simon, Shirley, et al.
(författare)
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Conclusions
- 2016
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Ingår i: Narratives of doctoral studies in science education. - Oxon : Routledge. - 9781138890282 - 9781315712499 ; , s. 179-188
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 22. |
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| 23. |
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| 24. |
- Zeyer, Albert, et al.
(författare)
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Two-Eyed Seeing and Scientific Holism in a New Science|Environment|Health Pedagogy
- 2024
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Science|Environment|Health (S|E|H) is a new science pedagogy that aims at promoting the mutual benefit between the three educational fields of science education, environmental education, and health education. Holism and its conceptualisation has become an important topic in recent S|E|Hwork. In this paper, featuring the invited symposium of the ESERA special interest group 4 at the ESERA conference 2021, we suggest the concept of Two-Eyed Seeing as a basis for the definition of scientific holism in S|E|H. Two-Eyed Seeing as a metaphor was introduced by science education researchers working with Canadian aborigines. Based on Sellars’s concept of stereoscopic view, we conceptualize Two-Eyed Seeing in S|E|H through an ontological framework. We define scientificholism as the “eye switch” from the scientific image to students’ life-world image, a transition that we consider as equally important as the - more common - reductionist “eye switch” from students’ life-worlds back to the scientific image. Two-Eyed Seeing may then be understood as a continuouscirculation of repeated “eye switches” between life-world image and scientific image. We illustrate this approach by three symposium contributions - communicating the meta-organism in school, scientific holism against eco- and health depression, and a holistic visual tool to approach S|E|H competences – and we discuss consequences for teaching and research in science education. We point out that, in a new S|E|H pedagogy and beyond, Two-Eyed Seeing may be a helpful extension to the well-established socio-scientific issues approach. © 2022 by the Author(s).
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| 25. |
- Zeyer, Albert, et al.
(författare)
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Two-Eyed Seeing and Scientific Holism in A New Science|Environment|Health Pedagogy
- 2023
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Ingår i: Fostering Scientific Citizenship in an Uncertain World. - Cham, Switzerland : Springer. - 9783031322242 - 9783031322273 - 9783031322259 ; , s. 293-309
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Bokkapitel (refereegranskat)abstract
- Science|Environment|Health (S|E|H) is a new science pedagogy that aims at promoting the mutual benefit between the three educational fields of science education, environmental education, and health education. Holism and its conceptualisation have become an important topic in recent S|E|H work. In this paper, featuring the invited symposium of the ESERA special interest group 4 at the ESERA conference 2021, we suggest the concept of Two-Eyed Seeing as a basis for the definition of scientific holism in S|E|H. Two-Eyed Seeing as a metaphor was introduced by science education researchers working with Canadian Indigenous citizens. Based on Sellars’s concept of stereoscopic view, we conceptualise Two-Eyed Seeing in S|E|H through an ontological framework. We define scientific holism as the “eye switch” from the scientific image to students’ life-world image, a transition that we consider as equally important as the – more common – reductionist “eye switch” from students’ life-worlds back to the scientific image. Two-Eyed Seeing may then be understood as a continuous circulation of repeated “eye switches” between life-world image and scientific image. We illustrate this approach through three symposium contributions – communicating the meta-organism in school, scientific holism against eco- and health depression, and a holistic visual tool to approach S|E|H competencies – and we discuss consequences for teaching and research in science education. Finally, we point out that, in a new S|E|H pedagogy and beyond, Two-Eyed Seeing may be a helpful extension to the well-established socio-scientific issues approach. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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