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Undersökande arbetssätt i NO-undervisningen i grundskolans tidigare årskurser
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
2012 (Swedish)Doctoral thesis, comprehensive summary (Other academic)Alternative title
Inquiry practises in primary science education (English)
Abstract [en]

This thesis deals with the use of inquiry-based approaches in primary school science. The aim is to investigate the goals and purposes that are constituted by the curriculum and by the teachers in interviews and through their teaching in the classroom. The results are used to develop conceptual tools that can be used by teachers’ in their work to support students’ learning of science when using an inquiry-based approach. The thesis is comprised of four papers. In paper one a comparative analysis is made of five Swedish national curricula for compulsory school regarding what students should learn about scientific inquiry. In paper two 20 teachers were interviewed about their own teaching using inquiry. Classroom interactions were filmed and analyzed in papers three and four, which examine how primary teachers use the various activities and purposes of the inquiry classroom to support learning progressions in science. The results of paper one show how the emphasis within and between the two goals of learning to carry out investigations and learning about the nature of science shifted and changed over time in the different curricula. Paper two describes the selective traditions and qualities that were emphasized in the teachers’ accounts of their own teaching. The results of papers three and four show how students need to be involved in the proximate and ultimate purposes of the teaching activities for progression to happen. The ultimate purposes are the scientific purposes for the lesson (as given by the teacher or by the curriculum), whereas the proximate purposes are the more student-centered purposes that through different activities should allow the students to relate their own experiences and language to the ultimate purpose. The results show the importance of proximate purposes working as ends-in-view in the sense of John Dewey, meaning that the students see the goal of the activity and that they are able to relate to their experiences and familiar language.

Place, publisher, year, edition, pages
Stockholm: Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, Stockholms universitet , 2012. , 78 p.
Series
Doctoral thesis from the department of mathematics and science education, 7
Keyword [en]
inquiry, primary school, curriculum, selective traditions, organizing purposes, ultimate purposes, proximate purposes, ends-in-view, principle of continuity, learning progression, science and technology for all, practical epistemology analysis
National Category
Didactics
Research subject
Science Education
Identifiers
URN: urn:nbn:se:su:diva-78835ISBN: 978-91-7447-552-4 (print)OAI: oai:DiVA.org:su-78835DiVA: diva2:544492
Public defence
2012-09-28, sal G, Arrheniuslaboratorierna, Svante Arrhenius väg 20 C, Stockholm, 13:00 (Swedish)
Opponent
Supervisors
Note

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: In press. Paper 2: Manuscript. Paper 4: Manuscript.

Available from: 2012-09-06 Created: 2012-08-14 Last updated: 2014-02-04Bibliographically approved
List of papers
1. Vad ska elever lära sig angående naturvetenskaplig verksamhet?: En analys av svenska läroplaner för grundskolan under 50 år
Open this publication in new window or tab >>Vad ska elever lära sig angående naturvetenskaplig verksamhet?: En analys av svenska läroplaner för grundskolan under 50 år
2012 (Swedish)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 8, no 3Article in journal (Refereed) Published
Abstract [en]

The purpose of this study is to contribute to an understanding of which changes related to scientific inquiry have been made historically in curriculum documents.  A comparative analysis is made of five Swedish national curricula– Lgr 62, Lgr 69, Lgr 80, Lpo 94 and Lgr 11 – during the last 50 years regarding what compulsory school students (school years 1–9) should learn about scientific inquiry. It focuses 1) what students should learn about carrying out scientific inquiries, and 2) what students should learn about the nature of science. All of the curricula examined have aims concerning scientific inquiry. The results show that during the period there have been many shifts in emphasis and changes of aims, for example from learning an inductive method to a more deductive one, and from an emphasis on carrying out investigations to an emphasis on more conceptual understanding of scientific investigations. Because teaching traditions tend to conserve aspects of earlier curricula, it is discussed how the results can help teachers, teacher students and curriculum developers to better see the consequences of the changes for teaching and learning.

National Category
Didactics
Research subject
Science Education
Identifiers
urn:nbn:se:su:diva-78831 (URN)
Available from: 2012-08-14 Created: 2012-08-14 Last updated: 2017-12-07Bibliographically approved
2. Selektiva traditioner i grundskolans tidigare år: Lärares betoningar av kvalitéer i naturvetenskapsundervisningen
Open this publication in new window or tab >>Selektiva traditioner i grundskolans tidigare år: Lärares betoningar av kvalitéer i naturvetenskapsundervisningen
2013 (Swedish)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 9, no 1, 50-65 p.Article in journal (Refereed) Published
Abstract [en]

The aim of this study was to elucidate the selective traditions of Swedish primary school teachers in using inquiry-based learning. Material from thirteen interviews where teachers described their own inquiry practice was used to study the selective traditions along with the qualities these traditions emphasized. Four different selective traditions were identified: the fact oriented, the activity oriented, the collaboration oriented and the community oriented traditions. Different qualities were emphasized in the different traditions, for instance regarding whether teaching and inquiry should be difficult, correct, free or fun.

National Category
Didactics
Research subject
Science Education
Identifiers
urn:nbn:se:su:diva-97968 (URN)
Available from: 2013-12-20 Created: 2013-12-20 Last updated: 2017-12-06Bibliographically approved
3. A pragmatist understanding of learning progression
Open this publication in new window or tab >>A pragmatist understanding of learning progression
2011 (English)In: Beyond fragmentation: didactics, learning and teaching in Europe / [ed] Brian Hudson, Meinert A. Meyer, Opladen: Budrich, Barbara , 2011, 47-59 p.Chapter in book (Refereed)
Place, publisher, year, edition, pages
Opladen: Budrich, Barbara, 2011
National Category
Didactics
Research subject
Science Education
Identifiers
urn:nbn:se:su:diva-67230 (URN)978-3-86649-387-2 (ISBN)
Available from: 2011-12-26 Created: 2011-12-26 Last updated: 2012-08-23Bibliographically approved
4. Using organizing purposes to support learning progressions: a study of talk in primary science classrooms
Open this publication in new window or tab >>Using organizing purposes to support learning progressions: a study of talk in primary science classrooms
(English)Manuscript (preprint) (Other academic)
Abstract [en]

This study examines how different purposes can support teachers in their work with learning progressions in science in primary school. In the study, we have chosen to use the technical term, proximate purposes, for the student-oriented purposes, and ultimate purposes for the scientific purposes. Together, these two types of purposes form the organizational purposes for the classes. Proximate purposes that work in such a way that students can use their language and make relations to their experiences are described by Dewey as ends-in-view. To examine how organizing purposes can be used to analyse progression, we discuss examples from three different lessons. The study shows the importance of proximate purposes working as ends-in-view and also demonstrates how the teacher and students create continuity in teaching to enable progression.

National Category
Didactics
Research subject
Science Education
Identifiers
urn:nbn:se:su:diva-78832 (URN)
Available from: 2012-08-14 Created: 2012-08-14 Last updated: 2012-08-23Bibliographically approved

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