| 1. |
- A. Manneh, Ilana, et al.
(författare)
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The role of anthropomorphisms in students’ reasoning about chemical structure and bonding
- 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
- Anthropomorphisms are widespread at all levels of the educational system even among science experts. This has led to a shift in how anthropomorphisms are viewed in science education, from a discussion of whether they should be allowed or avoided towards an interest in their role in supporting students’ understanding of science. In this study we examine the role of anthropomorphisms in supporting students’ understanding of chemistry. We analyze examples from undergraduate students’ discussions during problem-solving classes through the use of practical epistemology analysis (PEA). Findings suggest that students invoked anthropomorphisms alongside technical relations which together produced more or less chemically appropriate explanations. Also, anthropomorphisms constitute potentially productive points of departure for rendering students’ explanations more chemically appropriate. The implications of this study refer to the need to deal with anthropomorphisms explicitly and repeatedly as well as to encourage explicit connections between different parts of the explanation - teleological as well as causal.
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| 2. |
- Chang Rundgren, Shu-Nu, 1975-, et al.
(författare)
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Learning about flood risk : comparing the Web-based and physical flood-walk learning environment
- 2015
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Ingår i: Asia-Pacific Forum on Science Learning and Teaching. - : Asia-Pacific Forum on Science Learning and Teaching. - 1609-4913. ; 16:1
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Tidskriftsartikel (refereegranskat)abstract
- Numerous of sustainable development related challenges are emerging today, e.g. flooding problems. Our group has developed ‘the flood walk’ project since 2010 to convey flood risk knowledge in an authentic context. Considering the limitation of time and space to educate people the flood risk knowledge, we tried to transform the physical flood walk field trip into a Web-based virtual trip. In this study, we aim to examine whether the Web-based flood-walk environment can help participants to achieve the same learning outcome as its authentic counterpart. A total of 65 upper secondary school pupils participated in this study. The results illustrate that a physical experience is irreplaceable, and the importance of providing physical experiences for learners in both formal and informal education needs to be emphasised.
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| 3. |
- Mc Ewen, Birgitta, et al.
(författare)
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Female and male teachers’ pro-environmental behaviour, conceptions and attitudes towards nature and the environment do not differ : Ecofeminism put to the test
- 2015
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Ingår i: Asia-Pacific Forum on Science Learning and Teaching. - Hong Kong : Hong Kong Institute of education. - 1609-4913. ; 16:1, s. 1-25
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Tidskriftsartikel (refereegranskat)abstract
- Abstract Teachers' pro-environmental behaviour, conceptions and attitudes towards nature and the environment were investigated using 47 questions from the BIOHEAD-Citizen questionnaire. The sample included 1,109 pre-and in-service teachers from Sweden and France. Analyses showed only few significant differences between female and male teachers. Forty-one questions were further analysed in terms of ecofeminism. Ecofeminism claims that women and men's conceptions and attitudes towards nature and the ...
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| 4. |
- Mc Ewen, Birgitta, et al.
(författare)
-
Female and male teachers’ pro-environmental behaviour, conceptions and attitudes towards nature and the environment do not differ : Ecofeminism put to the test
- 2015
-
Ingår i: Asia-Pacific Forum on Science Learning and Teaching. - Hong Kong : Hong Kong Institute of education. - 1609-4913. ; 16:1, s. 1-25
-
Tidskriftsartikel (refereegranskat)abstract
- Teachers’ pro-environmental behaviour, conceptions and attitudes towards nature and the environment were investigated using 47 questions from the BIOHEAD-Citizen questionnaire. The sample included 1,109 pre- and in-service teachers from Sweden and France. Analyses showed only few significant differences between female and male teachers. Forty-one questions were further analysed in terms of ecofeminism. Ecofeminism claims that women and men’s conceptions and attitudes towards nature and the environment differ, in the sense that women show higher awareness of environmental issues than men. Our study finds quite poor support for this claim and therefore challenges ecofeminism. This may have implications for environmental education and the perspectives of sustainable development at schools, as our results indicate that there is no reason to fear that male teachers are less engaged with environmental education than female teachers.
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| 5. |
- 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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