| 1. |
- Abrahamsson, Cristian, et al.
(author)
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En Delfistudie om lärares uppfattning av elevengagemang i NO-undervisningen
- 2019
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In: NorDiNa. - Oslo : Naturfagsenteret / Norwegian Centre for Science Education. - 1504-4556 .- 1894-1257. ; 15:2, s. 128-144
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Journal article (peer-reviewed)abstract
- What happens in a science classroom where students are engaged and how do teachers observe and interpret student engagement? This article highlights teachers’ perspective on students’ engagement in science education and to what extent it is connected to the scientific content. This approach complements earlier research which focuses mostly on students’ attitude towards science education and their interest in various topics in science.The findings are based on a three-stage Delphi survey distributed to 39 expert science teachers. The results shows science education with a range of different perspectives and that most teachers do not perceive any direct connection between specific science topics and the students’ engagement. The survey also shows that teachers to a high level interpret students’ emotional expressions and academic behavior as engagement rather than their cognitive behavior.
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| 2. |
- Adolfsson, Lena, et al.
(author)
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Gapet har minskat : skillnader mellan hög- och lågpresterande flickors och pojkars attityder till biologi, fysik och kemi 1995 och 2007
- 2011
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In: NorDiNa. - 1504-4556 .- 1894-1257. ; 7:1, s. 3-16
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Journal article (peer-reviewed)abstract
- This article explores the change over time of boys’ and girls’ attitudes towards biology, physics and chemistry. We use data from the TIMSS studies for grade 8 in Sweden to investigate how the attitudes for high- and low performing pupils have changed between 1995 and 2007. The attitude is measured by four questions from the student questionnaire in the TIMSS study. The results indicate that there have been some changes in attitudes between 1995 and 2007. High-achieving pupils and especially boys have a more negative attitude towards all three subjects, biology, physics and chemistry, in 2007 compared to 1995. The low-achieving students think that they are performing better in all three subjects 2007 compared to 1995. The difference between the group that are most positive to physics and chemistry and the least positive group has diminished between the two years. The results are discussed in relation to the changes in Swedish schools during the period.
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| 3. |
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| 4. |
- Anderhag, Per, et al.
(author)
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Kod som teknisk lösning : en studie om grundskoleeleversuppfattningar av ändamålsenlighet i derasspontana programspråk
- 2021
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In: NorDiNa. - : University of Oslo Library. - 1504-4556 .- 1894-1257. ; 17:1, s. 113-129
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Journal article (peer-reviewed)abstract
- This study examines primary school students’ perception of functionality in their spontaneous programminglanguage for controlling a simple robot. Classroom activities were designed in order to create opportunitiesfor the students (year 1 and year 4) to discuss and develop together with their teachers a sharedprogramming language for controlling a simple robot. The students spontaneously used (a) natural language,(b) images or (c) symbols when they created their programming language. The findings show thatthe students primarily perceived a code’s functionality as a question of readability, rather than how wellit fit the purpose of controlling the robot. Possible consequences of the findings for teaching in technologyeducation are discussed.
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| 5. |
- Anderhag, Per, et al.
(author)
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Syften och tillfälligheter i högstadie- och gymnasielaborationen : en studie om hur elever handlar i relation till aktivitetens mål
- 2014
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In: NorDiNa. - : University of Oslo Library. - 1504-4556 .- 1894-1257. ; 10:1, s. 63-76
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Journal article (peer-reviewed)abstract
- Purposes and contingencies in the lower and upper secondary school labStudies have shown that students’ awareness of the goals and purposes of the laboratory activity is important for their possibility to participate in and learn from the activity. While practical activities often have been considered to be a central part of science education, relatively few studies have examined laboratory work in situ. In this paper we addressed these issues by examining (a) what purposes are distinguished when students’ work with a laboratory assignment and (b) how these purposes are made continuous with the teacher’s aim with the assignment. The data was based on classroom observations from two ordinary laboratory settings, one from a chemistry class in lower secondary school and one from a physics class in the natural science programme in upper secondary school. Although both student groups acknowledged their teacher’s intentions with the practical and could act towards the more student centered purposes of the activity, e.g. describe what happens with the copper and measure the speed of a small vessel respectively, there were differences regarding the possibilities the students had to act toward the activity’s final aim. The results showed that these factors can be referred to the amount of purposes introduced by the teacher as well as those that arose because of contingences, and the connection of these purposes to students’ prior experiences.
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| 6. |
- Andersson, Karin, 1972-
(author)
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Motiv för undervisning i naturen i svensk skola
- 2022
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In: NorDiNa. - : Naturfagsenteret. - 1504-4556 .- 1894-1257. ; 18:3, s. 275-289
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Journal article (peer-reviewed)abstract
- The overall aim of this article is to contribute to a critical discussion about aims and goals of outdoor education in schools. The study examines motives for outdoor education in the national curricula in Sweden from the end of 19th century until today. The study relies on a discourse analysis methodology. Aspects of continuity and change connected to the identified motives are also included in the analyses. The results show that a scientific perspective on encounters with nature has dominated during the last hundred years. In recent years, more instrumental motives are expressed in the curricula, while students' personal experiences and feelings are less focused. © 2022 University of Oslo, Norwegian Centre for Science Education. All rights reserved.
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| 7. |
- Andrée, Maria, 1974-, et al.
(author)
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'What do you know about fat?' Drawing on diverse funds of knowledge in inquiry based science education
- 2012
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In: NorDiNa. - : University of Oslo Library. - 1504-4556 .- 1894-1257. ; 8:2, s. 178-193
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Journal article (peer-reviewed)abstract
- Connecting students’ worlds, knowledge and experiences with school science has been a central issue in science education research. Here, we conceptualize processes of drawing on students’ personal experiences and knowledge in terms of ‘funds of knowledge’. We scrutinize two sixth grade classroom practices where the inquiry curriculum reform effort, Naturvetenskap och teknik för alla (NTA), is used. This curriculum material explicitly incorporates ideas of ‘learning science from experience’. Our aim is to contribute to a discussion on what conditions of inquiry based science education (IBSE) practices may open up opportunities for science to become personally relevant to students. The research question investigated is: What do students do when they draw on funds of knowledge that are related to students’ memberships and experiences out-of-school in IBSE pratices? We then use Cultural-Historical Activity Theory framework to analyze how students’ actions of drawing on different funds of knowledge gain meaning in relation to different cultural-historical motives. Our findings indicate that students, when positioning themselves as part of different communities in relation to different goals and overall motives, make use of quite different funds of knowledge. Finally, we discuss possibilities for expanding and acknowledging students’ funds of knowledge when working with investigations in the science classroom.
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| 8. |
- Anker-Hansen, Jens, 1974-, et al.
(author)
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In Pursuit of Authenticity in Science Education
- 2019
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In: NorDiNa. - : University of Oslo Library. - 1504-4556 .- 1894-1257. ; 15:1, s. 54-66
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Journal article (peer-reviewed)abstract
- This article presents a systematic review of how authenticity is used in science education research and discusses the implications these uses have for the design of science education classroom practices. Authenticity has been discussed in education for decades. However, the authenticity of science education not only concerns the design of educational activities, but also the content of what is being taught. This article reviews research articles published in 2013 and 2014, in the three highest ranking journals in science education, regarding how authenticity is framed in science education. The findings suggest that the uses vary greatly from referring to externally defined practices to student relevance. The findings are discussed with the notions of cultural and personal authenticity to suggest important aspects involved with designing science classroom activities authentic to the different references. Based on the review, we have developed a strategy for balancing authenticity in science education classroom practices between cultural and personal authenticity.
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| 9. |
- Areljung, Sofie, 1983-
(author)
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Science verbs as a tool for investigating scientific phenomena : a pedagogical idea emerging from practitioner-researcher collaboration
- 2016
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In: NorDiNa. - Oslo : Naturfagsenteret. - 1504-4556 .- 1894-1257. ; 12:2, s. 235-245
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Journal article (peer-reviewed)abstract
- This paper communicates the pedagogical idea of approaching scientific phenomena through verbs. The idea has sprung from a collaboration between preschool practitioners and a researcher, addressing science education in preschool (children aged 1-5 years). Drawing on a joint problem inventory, the project group aimed to create a teaching model that supports inquiry-oriented approaches to science, and teachers’ ability of distinguishing chemical processes and physics phenomena in everyday practice. The core idea of the teaching model turned out to be a list of everyday verbs, connected to scientific phenomena. Starting from verbs appear to help teachers to recognise the scientific phenomena in everyday practice. Further, the verbs guide the formulating of questions that can be answered by scientific inquiry, such as: ''what matters to how something melts/rolls/mixes?''.
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| 10. |
- Asplund, T., et al.
(author)
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Att lära för FN:s Globala Mål : utmaningar och möjligheter med ämnesövergripande och samskapande undervisning i förskolan
- 2023
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In: NorDiNa. - : University of Oslo, Norwegian Centre for Science Education. - 1504-4556 .- 1894-1257. ; 19:1, s. 35-48
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Journal article (peer-reviewed)abstract
- Medan forskning kring utbildning i relation till FN:s globala mål för hållbar utveckling ökat sedan målen antogs 2015, finns det fortfarande få studier om förskoleutbildningens roll i en stundande samhällstrans-formation i enlighet med Agenda 2030. Den här studien syftar till att utforska utmaningar och möjligheter med utbildning för FN:s globala mål för barn mellan 1-5 år. Genom en analys av fokusgruppssamtal medförskolepersonal visar studien att: 1) trots intention om en ämnesövergripande undervisning, tenderar frågor om hållbar utveckling, och Agenda 2030, att bli fragmenterade, 2) förskolepersonal upplever att förskolan har goda förutsättningar att bedriva undervisning för hållbar utveckling, samt 3) förskoleper-sonal uttrycker att det finns ett dilemma mellan å ena sidan vikten av att se till och ta hänsyn till barnens intresse, och å andra sidan att bibehålla mål och fokus.
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