| 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. |
- 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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| 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. |
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| 5. |
- 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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| 6. |
- 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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| 7. |
- 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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| 8. |
- Ekborg, Margareta, et al.
(författare)
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Teachers’ experience of working with socio-scientific issues : a large scale and in depth study
- 2013
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Ingår i: Research in science education. - : Springer Netherlands. - 0157-244X .- 1573-1898. ; 43:2, s. 599-617
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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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| 9. |
- Ekborg, Margareta, et al.
(författare)
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Working with socio scientific issues in secondary school : Students’ learning in a case about global warming
- 2010
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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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| 10. |
- 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
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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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