Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Kemiinnehåll i undervisningen för nybörjare.: En studie av hur ämnesinnehållet får konkurrera med målet att få eleverna intresserade av naturvetenskap.
Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education. (SKIP - Skolans kunskapsinnehåll i praktiken)
2007 (Swedish)In: Nordina, Vol. 3, no 2/07, 146-162 p.Article in journal (Refereed) Published
Abstract [sv]

This study describes the dilemma of making science interesting on the one hand, and to introduce students into a scientific teaching practise on the other in a laboratory based teaching practise. The study was conducted in a grade four class in Swedish compulsory school by video- and tape-recorded classroom observations. The recordings and copies of students’ writing and drawing were analysed by using a two-fold strategy. Firstly, the constituted content was analysed by focusing the classroom communication, the tools used and the teacher’s guiding. Secondly, the various laboratory experiments where analysed in order to identify the potential chemistry content. The result indicates that the constituted chemistry content is reduced and sometimes wrong in relation to the potential content. This can be explained by a teaching tradition that focuses on the importance of making science interesting and fun. However, striving for this may create a learning-situation where students do not learn how to use tools to make relevant hypotheses and observations. What can be regarded as irrelevant hypotheses and observations is not questioned. Further, right or wrong results in the scientific practise are not dealt with neither in the self-produced texts nor in the classroom discussions. One main conclusion is that students enjoy the lessons but the introduction into the scientific practise is not facilitated.

Place, publisher, year, edition, pages
2007. Vol. 3, no 2/07, 146-162 p.
Keyword [en]
laborativ undervisningspraktik, undervsiningens innehåll, kemi för nybörjare
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:su:diva-16828OAI: oai:DiVA.org:su-16828DiVA: diva2:183348
Note
Projektet finansierades av Linköpings universitet och huvudansvariga för projektet var Fd Astrid Berg och & FD Ragnhild Löfgren.Available from: 2008-12-29 Created: 2008-12-29 Last updated: 2011-01-11Bibliographically approved

Open Access in DiVA

No full text

By organisation
Department of Didactic Science and Early Childhood Education
Social Sciences

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 168 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf