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Challenges faced by...
Challenges faced by teachers implementing socio-scientific issues as core elements in their classroom practices
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- Bossér, Ulrika, 1976- (författare)
- Linnéuniversitetet,Institutionen för kemi och biomedicin (KOB),Network for Science Education Research & Development,Department of Chemistry and Biomedical Science, Linnaeus University
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- Lundin, Mattias, 1970- (författare)
- Linnéuniversitetet,Institutionen för utbildningsvetenskap (UV),Värdepedagogik,Department of Education, Linnaeus University
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- Lindahl, Mats, 1955- (författare)
- Linnéuniversitetet,Institutionen för kemi och biomedicin (KOB),Networ for Science Education Research & Development,Dept of Chemistry and Biomedicine, Linnaeus University
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- Linder, Cedric, 1954- (författare)
- Uppsala universitet,Fysikundervisningens didaktik,Physics Education Research, Fysikens didaktik
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(creator_code:org_t)
- Bastas Publications, 2015
- 2015
- Engelska.
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Ingår i: European Journal of Science and Mathematics Education. - : Bastas Publications. - 2301-251X. ; 3:2, s. 159-176
- Relaterad länk:
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https://doi.org/10.3...
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https://www.scimath....
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http://scimath.net/a...
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https://uu.diva-port... (primary) (Raw object)
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https://urn.kb.se/re...
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https://doi.org/10.3...
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https://urn.kb.se/re...
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Abstract
Ämnesord
Stäng
- Teachers may face considerable challenges when implementing socio‐scientific issues (SSI) in their classroom practices, such as incorporating student‐centred teaching practices and exploring knowledge and values in the context of socio-scientific issues. This year‐long study explores teachers’ reflections on the process of developing their classroom practices when implementing SSI. Video‐recorded discussions between two upper secondary school science teachers and an educational researcher, grounded in the teachers’ reflections on their classroom practices, provided data for the analysis. The results show that during the course of the implementation the teachers enhanced their awareness of the importance of promoting students’ participation and supporting their independence as learners. However, the results also suggest a conflict between the enactment of a student‐centred classroom practice and the achievement of intended learning goals. In order to accept the challenge of implementing SSI in the classroom, it is suggested that it is essential for teachers to build strategies, which integrate dialogue about learning goals.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Didaktik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Didactics (hsv//eng)
Nyckelord
- secondary school science
- scientific literacy
- socio‐scientific issues
- curriculum implementation
- student participation
- teacher reflection
- Science Education
- Naturvetenskap med utbildningsvetenskaplig inriktning
- Physics with specialization in Physics Education
Publikations- och innehållstyp
- ref (ämneskategori)
- art (ämneskategori)
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