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- Caiman, Cecilia, et al.
(author)
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Barns meningsskapande i ett projekt om biologisk mångfald och ekologi
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Journal article (peer-reviewed)abstract
- Biodiversity loss is becoming an increasingly alarming issue that has significance in the discussion about young children's learning in science. This article, based on a pragmatic perspective, analyses a group of children and teachers when exploring animals in a preschool project concerning biodiversity. It examines the ways in which children create meaning of the content, the order in which the content emerges, and what impact teachers have on how the process develops. Initially, the results reveal that the organisms’ appearances and movements received morphological and physiological explanations. Further, the knowledge was gained profoundly in a manner which has similarities with ecological and evolutionary ways of explaining biological phenomena. The teachers’ utterances were few, but significant, by raising productive questions in close relation to what the children anticipated they embraced a listening approach.
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| 2. |
- Andersson, Sebastian, 1983-, et al.
(author)
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Meaningful Learning in Inquiry with a High Degree of Freedom – a Case Study when Year 9 Secondary School Students Explore Sound and Light
- 2018
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Conference paper (peer-reviewed)abstract
- This study explores how students in year nine make their way through an open inquiry project on sound and light extending over eight weeks. The research question concerns the role that understanding the nature of scientific inquiry may have for students’ experiences of inquiry and meaningful learning within these. The work of five student groups were followed and documented with observations, sound recordings, group interviews and students´ written reports. The students’ sense of ownership of their unique projects encouraged them to spontaneously share their different investigations with each other, even outside of class and in some cases stimulated a desire to broaden investigations beyond their original frames. Students’ interest in their work was observed to move through peaks and valleys following the idiosyncratic development of each project. The resistance that scientific inquiry with a higher degree of freedom naturally tends to lead to played an important role both to stimulate interest, and in some cases bring it to a halt. It is suggested that meaningful learning in science can be developed through meeting and overcoming the resistance and problematic nature of open inquiry. Understanding the iterative and nonlinear nature of scientific inquiry may therefore help students and teachers to orient themselves in the processes of inquiry, overcome resistance and develop more flexible and deeper learning strategies. The results also emphasise the situational and dynamic nature of interest and meaningfulness and to question more static methods to study these constructs.
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| 3. |
- Andrée, Maria, 1974-, et al.
(author)
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Argumentation and Critique in Science Citizenship Education and Scientific Literacy : Symposium on Literacy and Didactics: Perspectives, Practices and Consequences I
- 2012
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Conference paper (peer-reviewed)abstract
- How citizenship education should be designed and what it should aim for is debated. The Swedish national curriculum describes the democratic mission for the compulsory school as imparting respect for human rights, fundamental democratic values and preparing students to responsibly participate in societal life. This mission is to be implemented in all school subjects. Here, we aim to shed light on how these ideas are expressed in the curriculum documents for science education in compulsory school in terms of argumentation and critique. We perform an analysis of the national syllabuses and commentary materials and also discuss the results from educational philosophy perspectives. First, we scrutinize the idea of developing students’ abilities to engage in argumentation, argumentation as means to reach consensus and argumentation as dissensus and agonism from a radical democratic perspective. Second, we scrutinize the idea of critique as expressed in the documents in relation to what has been described as a neo-liberal discourse of independence and integrity. We summarize our findings in what we suggest to be a tension between consensus and agonism. We point to affordances and constraints in the curriculum documents concerning possibilities of bringing together argumentation and critique in what we call critical deliberative education.
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| 4. |
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| 6. |
- Arvola Orlander, Auli, et al.
(author)
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Sex Education — Normativity and ethical considerations through three lenses
- 2020
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In: Examining Ethics in Contemporary Science Education Research. - Cham : Springer. - 9783030509217 ; , s. 91-106
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Book chapter (peer-reviewed)abstract
- This chapter highlights how ethical norms concerning human sexuality manifest when we explore teaching through different lenses. We present a study which emanates from a conversation in an upper secondary school biology classroom in which students were assigned the task of identifying and discussing taken-for-granted societal norms concerning different aspects of human sexuality. In order to highlight norms present in teaching we use the metaphor of the lens. Thus, by highlighting three depths of fields (DOF) we can zoom in and out on what takes place in different classroom encounters and facilitate a discussion on the ethical implications for research. The first lens focuses on the transactions taking place when each student is given the opportunity to challenge common contemporary assumptions about specific content relating to sexuality and relationships. With the second lens we focus on what happens in the immediate exchanges between the classmates. Finally, the third lens focuses on what becomes visible when highlighting the transactions and exchanges in relation to the historical and societal context within which these take place and what, from a research ethics perspective, becomes important to take into consideration.
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| 7. |
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| 8. |
- Björnhammer, Sebastian, 1983-, et al.
(author)
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The Process of Doing Science—A Study of Three Students Exploring Sound and Light
- 2021
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Conference paper (peer-reviewed)abstract
- Doing science involves the process of formulating a researchable question, a method, collecting and analysing data, and to evaluate and communicate the findings. Learning to do science thus involves an engagement in both the process and the object of the inquiry. A conceptual tool to help teachers plan laboratory work and inquiry teaching is the educational model degree of freedom, which is based on whether the question, method and answer are open or given. We follow the work of three 14-15 year old students thorough an inquiry project with three degrees of freedom. The students conducted an inquiry about the different between sound and light. Our research question is: How can an inquiry project with three degrees of freedom contribute to students’ development in doing science? As a theoretical framework we used a pragmatic perspective on learning and meaning making and conducted a practical epistemological analysis, PEA, with the development of deliberative educational questions, DEQ and Organizing purposes. The findings show that the process of doing science cannot be learned as a linear process which starts with doing a research question and ends with the result. It also indicates the delicate balance between letting the students negotiate obstacles and helping the students with more explicit teaching during the inquiry process.
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| 9. |
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| 10. |
- Caiman, Cecilia, et al.
(author)
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Didaktiska perspektiv på hållbar utveckling
- 2018
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Other publication (peer-reviewed)abstract
- Kapitlet ger en introduktion till lärande i hållbar utveckling. Det görs genom att ge en bild av hur de komplexa och ämnesövergripande hållbarhetsfrågorna kan karaktäriseras. Kapitlet lägger vikt vid att diskutera och problematisera de viktiga frågorna, varför behövs en undervisning i hållbar utveckling, vad ska undervisningen innehålla samt hur ska den organiseras.
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