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Elevers förmåga att planera undersökningar – en kritisk granskning av stödmaterial för bedömning i NO åk 1-6
Stockholm University, Faculty of Science, Department of Mathematics and Science Education. Södermalmsskolan i Stockholm, Sweden; STLS, Stockholm Teaching & Learning Studies, Sweden.
Stockholm University, Faculty of Science, Department of Mathematics and Science Education. STLS, Stockholm Teaching & Learning Studies, Sweden.ORCID iD: 0000-0002-5574-8636
2018 (Swedish)In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 6, no 1, p. 6-22Article in journal (Refereed) Published
Abstract [en]

This paper focusses on the assessment of students’ capabilities to engage in systematic investigations in science, concerning the planning of such an investigation. The aim is to develop knowledge on how task design may enable and constrain the assessment of students’ capabilities to engage in systematic investigations. The study consists of a critical review of affordances and constraints of a diagnostic material (the DiNO-material) provided by the National Agency of Education as a tool for assessing students´ capabilities to engage in inquiry. The DiNO-material is intended to support teacher assessment in science education grades one to six. The study draws on a theoretical framework of socio-cultural theory and epistemic practices. The study is based on an intervention where students in grades 4, 6 and 8 were given a task from the DiNO-material aimed at assessing their capabilities to design systematic investigations. The data consists of audio recordings of student discussions. The recordings were transcribed and analyzed thematically with regard to which activity the students were engaged in while working with the task. The results show differences in how students approach and contextualize the task. Based on the findings consequences for designing tasks to assess students’ capabilities to plan systematic investigations are discussed.

Abstract [sv]

Artikeln fokuserar på bedömning av den aspekt av förmågan ’att genomföra systematiska undersökningar’ som handlar om att planera en sådan. Syftet är att utveckla kunskap om hur utformningen av uppgifter kan möjliggöra och försvåra bedömning av elevers ’förmåga till systematiskt undersökande’. Studien består av en kritisk granskning av DiNO-materialet, ett diagnostiskt material med bedömningsstöd framtaget av Skolverket i NO-ämnena för årskurserna 1-6. Teoretiskt tar studien utgångspunkt i sociokulturell teori och en förståelse av systematiskt undersökande som del av epistemiska praktiker. Studien baseras på en intervention i årskurserna 4, 6 och 8 där elever fick i uppgift att göra uppgiften “Torka våta handdukar”. Elevsamtalen spelades in, transkriberades och analyserades genom kvalitativ tematisk analys. Resultaten visar på skillnader i hur elever i olika grupper tar sig an uppgiften och kontextualiserar uppgiften. I artikeln diskuteras konsekvenser för utformning av uppgifter för bedömning av elevers förmåga att planera en systematisk undersökning.

Place, publisher, year, edition, pages
2018. Vol. 6, no 1, p. 6-22
Keywords [en]
Science education, Assessment, Inquiry, Systematic investigations, Epistemic practices, Primary school
Keywords [sv]
naturvetenskaplig undervisning, bedömning, systematiskt undersökande, laborationer, epistemiska praktiker, grundskolans tidigare år
National Category
Didactics
Research subject
Science Education
Identifiers
URN: urn:nbn:se:su:diva-159476OAI: oai:DiVA.org:su-159476DiVA, id: diva2:1243256
Available from: 2018-08-30 Created: 2018-08-30 Last updated: 2018-09-18Bibliographically approved

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