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- Hansson, Lena, et al.
(författare)
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Att arbeta med naturvetenskapens karaktär i NO-undervisningen
- 2014
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Ingår i: LMNT-nytt. - : Riksföreningen för lärarna i matematik, naturvetenskap och teknik. - 1402-0041. ; :2, s. 2-6
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Vad är naturvetenskap? Hur kommer naturvetenskaplig kunskap till? Hur säker är kunskapen? Vad är en naturvetenskaplig lag? Varför gör man experiment? Påverkas den nya kunskapen av samhället forskarna befinner sig i? Kan naturvetenskapen besvara alla frågor? Det här är frågor som kan sägas ha med naturvetenskapens karaktär att göra. Naturvetenskapens karaktär handlar alltså om vad naturvetenskap är, hur kunskapsprocessen ser ut och vad man kan säga om den naturvetenskapliga kunskapens status (hur säker den är, i vilken utsträckning den är eller kan vara objektiv etc.).
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| 3. |
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| 4. |
- Leden, Lotta, et al.
(författare)
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Teachers discussing, planning and implementing NOS-aspects in their teaching
- 2014
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The inclusion of "nature of science" (NOS) in science education has for a long time been regarded as a crucial component in the teaching for scientific literacy. The aim of this study is to investigate how in-service science teachers plan, implement, and afterwards reflect on a NOS teaching session. The participants in the study are Swedish in-service science teachers (n=4) in grades 4-9. Sources of data are teacher-group discussions (before and after the NOS-session), classroom observations, and teachers’ reflective notes. The analytical framework used in this study is developed with a point of departure in the NOS tenets described by Lederman (2007). The preliminary results indicate that although the teachers in different ways explicitly address many different aspects of NOS during the teaching sessions, and they believe that their students are interested in the provided tasks, the teachers themselves are having a hard time coping with the clash between the implemented NOS-session and more traditional views of science teaching.
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| 5. |
- Leden, Lotta, et al.
(författare)
-
Teachers discussing, planning and implementing NOS-aspects in their teaching
- 2014
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The inclusion of "nature of science" (NOS) in science education has for a long time been regarded as a crucial component in the teaching for scientific literacy. The aim of this study is to investigate how in-service science teachers plan, implement, and afterwards reflect on a NOS teaching session. The participants in the study are Swedish in-service science teachers (n=4) in grades 4-9. Sources of data are teacher-group discussions (before and after the NOS-session), classroom observations, and teachers’ reflective notes. The analytical framework used in this study is developed with a point of departure in the NOS tenets described by Lederman (2007). The preliminary results indicate that although the teachers in different ways explicitly address many different aspects of NOS during the teaching sessions, and they believe that their students are interested in the provided tasks, the teachers themselves are having a hard time coping with the clash between the implemented NOS-session and more traditional views of science teaching.
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