| 11. |
- Mc Ewen, Birgitta
(författare)
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How interests in science and technology have taken women to an engineering career
- 2013
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Ingår i: Asia-Pacific Forum on Science Learning and Teaching. - : Hong Kong Institute of Education. - 1609-4913. ; 14:1
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Tidskriftsartikel (refereegranskat)abstract
- This study connects to gender issues within the field of science and technology. Women who had started strongly male-dominated engineering educations at Karlstad University were interviewed to find out why they had chosen these programs. A very clear picture emerged about the professions of the women’s fathers. Almost all fathers were engineers or employed in positions that required skills in technology. The women described their fathers as the most important person who had introduced them into the traditionally masculine technology world during childhood. Also other male relatives had influenced the women often in the same way as fathers had done. Mothers had encouraged their daughters for further studies, but not necessarily in the field of science and technology. Mathematics had often been the gateway to studies in science and technology. Thus, these women started early on a trajectory into a technical career. It is discussed if only girls with this strong masculine models and influences can enjoy settings with male norms or if these norms ought to be changed. Results from this study show that it is important to early influence young girls to opportunities that will stimulate their interests in science and technology. © 2013 HKIEd APFSLT.
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| 12. |
- Rundgren, Carl-Johan, 1973-, et al.
(författare)
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Aiming for responsible and competent citizenship through teacher professional development on teaching socioscientific inquiry-based learning (SSIBL)
- 2018
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Ingår i: Asia-Pacific Forum on Science Learning and Teaching. - 1609-4913. ; 19:2
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Tidskriftsartikel (refereegranskat)abstract
- In order to achieve the goal of scientific literacy for responsible citizenship, the importance of developing students' socioscientific inquiry-based learning (SSIBL) has been recognised by an EU FP7 project, PARRISE, including the essential notions of responsible research and innovation (RRI), and citizenship education (CE). The study aims to investigate pre-service primary science teachers' confidence in and need for further education on teaching SSIBL as well as their reflections -in and -on a three-step model SSIBL activity. Both quantitative and qualitative methods were applied in the study. Quantitative methods were applied to collect data from the 76 participating pre-service primary science teachers in Sweden; participants' confidence and need for SSIBL teaching was investigated via a Likert scale questionnaire. The qualitative descriptive analysis method was used to explore participants' reflection-on-action regarding the three-step SSIBL activity and the SSIBL framework. Thematic analyses were applied to analyse the participants' reflection-in-action concerning the design of the three-step SSIBL activity with three aspects of PCK. The results showed that the pre-service teachers had confidence in SSIBL, but still needed further education on SSIBL teaching. The outcomes of the study suggest that developing teachers' SSIBL teaching competence is important and needed from both of the researchers' points of view and the participating teachers' feedback.
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| 13. |
- Rundgren, Carl-Johan, 1973-, et al.
(författare)
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Death of Metaphors in Life Science? : A study of upper secondary and tertiary students' use of metaphors and help-words in their meaning-making of scientific content.
- 2009
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Ingår i: Asia-Pacific Forum on Science Learning and Teaching. - 1609-4913. ; 10:3, s. Article 3-
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Tidskriftsartikel (refereegranskat)abstract
- The study reported in this article investigated the use of metaphors by upper secondary and tertiary students while learning a specific content area in molecular life science, protein function. Terms and expressions in science can be used in such precise and general senses that they are totally dissociated from their metaphoric origins. Beginners in a scientific field, however, lack the experience of using a term of metaphorical origin in its domain-specific precise and general sense, and may therefore be more cognitively affected than the expert by the underlying metaphor. The study shows that beginners in the field of molecular life science use spontaneous metaphors and metaphors used in teaching in a way that demonstrates that they have difficulty using the proper scientific terminology. The results of this study indicate, among other things, that difficulties in science education may, to a large degree, be connected with problems of communicating the generality and precision of scientific terms and metaphors used in science. The article ends with a suggestion as how to enable students to move from general and vague metaphoric uses of scientific terms toward a more general and precise usage.
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