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  • 1.
    A. Manneh, Ilana
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Rundgren, Carl-Johan
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Hamza, Karim M.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Eriksson, Lars
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för material- och miljökemi (MMK).
    Tutor-student interaction in undergraduate chemistry: a case of learning to make relevant distinctions of molecular structures for determining oxidation states of atoms2018Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 40, nr 16, s. 2023-2043Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this study, we explore the issues and challenges involved in supporting students’ learning to discern relevant and critical aspects of determining oxidation states of atoms in complex molecules. We present a detailed case of an interaction between three students and a tutor during a problem-solving class, using the analytical tool of practical epistemology analysis (PEA). The results show that the ability to make relevant distinctions between the different parts of a molecule for solving the problem, even with the guidance of the tutor, seemed to be challenging for students. These shifts were connected to both purposes that were specific for solving the problem at hand, and additional purposes for general learning of the subject matter, in this case how to assign oxidation states in molecules. The students sometimes could not follow the additional purposes introduced by the tutor, which made the related distinctions more confusing. Our results indicate that in order to provide adequate support and guidance for students the tutor needs to consider how to sequence, move between, and productively connect the different purposes introduced in a tutor-student interaction. One way of doing that is by first pursuing the purposes for solving the problem and then successively introduce additional, more general purposes for developing students’ learning of the subject matter studied. Further recommendations drawn from this study are discussed as well.

  • 2.
    Anderhag, Per
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Emanuelsson, Patrik
    Stockholms universitet, Naturvetenskapliga fakulteten, Matematiska institutionen.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Hamza, Karim Mikael
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Students' choice of post-compulsory science: In search of schools that compensate for the socio-economic background of their students2013Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 35, nr 18, s. 3141-3160Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    It is commonly argued that socio-economic inequalities can explain many of the differences in achievement and participation in science education that have been reported among countries and among schools within a country. We addressed this issue by examining (a) the relationship between variables associated with socio-economic background and application frequencies to the Swedish Natural Science Programme (NSP) in upper secondary school and (b) whether there are lower secondary schools in Sweden that seem to compensate for these variables. Data from Statistics Sweden (SCB) covering the whole population of 106,483 ninth-grade students were used to calculate the probability for each student to apply to the NSP. Our results indicate that the variables, such as parental educational level and grades, have explanatory power, but with varying effect for different subpopulations of students. For example, grades in mathematics have a greater impact than grades in science for females’ choice of the NSP. The opposite holds for male students. Out of 1,342 schools, 158 deviated significantly from predicted, that is, the students in these schools applied to the NSP in greater or lesser extent than expected. The number of deviating schools is greater than predicted by pure random variation. This suggests that variables of socio-economic background are only a partial explanation of the application frequencies, and that the deviation needs to be investigated further. Our findings suggest that in order to understand why schools deviate positively and so compensate for the socio-economic background of their students, we need to study their practices more closely

  • 3. Andersson, J.
    et al.
    Enghag, Margareta
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    The relation between students' communicative moves during laboratory work in physics and outcomes of their actions2017Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 39, nr 2, s. 158-180Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this case study, we explore students' communication during practical work in physics at an upper secondary school in Sweden from a sociocultural perspective. We investigate the relation between the interaction and content of students' communication and outcomes of their actions, with the purpose of finding new knowledge for informing teachers in their choice of instruction. We make discourse analysis of how students interact but also of what students are discussing in terms of underlying content at a linguistic and cognitive level. Twenty students divided into five groups were video recorded while performing four practical tasks at different stations during laboratory work about motion. An analytical framework was developed and applied for one group to three parts of the transcripts in which three different talk-types occurred. Discursive, content, action and purposive moves in the process were identified for each talk-type at both linguistic and cognitive levels. These moves represent information concerning what the teacher actually assigns students to do, and how students make meaning of the activities. Through these different communicative moves, students experience how laboratory work can enhance their competence to collaborate in a scientific environment with complex practical and theoretical questions to solve quickly. Implications of the findings are discussed.

  • 4.
    Andrée, Maria
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Hansson, Lena
    Marketing the ‘Broad Line’: Invitations to STEM education in a Swedish recruitment campaign2013Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 35, nr 1, s. 147-166Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In many Western societies, there is a concern about the tendency of young people not choosing Science, Technology, Engineering, and Mathematics (STEM) education and occupations. In response, different initiatives have been launched. If one believes that science should have a place in more young people's lives, an important question is to what extent recruitment campaigns communicate messages that open up for STEM education to become relevant in young people's identity formation. Here, we analyse a Swedish government-initiated, primarily Internet-based recruitment attempt (‘The Broad Line Campaign’) aimed at increasing the number of young people choosing the natural science programme in upper secondary school. The campaign is based on marketing principles and deliberately draws on identity issues. The data analysed consists of campaign films and written resources describing the campaign. Data are analysed by use of the constant comparative approach in order to produce categories describing different messages about why to engage in STEM education. These messages are then analysed from an identity perspective using the concept of subjective values. Our results show that the messages communicated in the Broad Line campaign emphasise utility value, attainment value and relative cost rather than interest-enjoyment. The campaign communicates that the natural science programme is to be associated with a high attainment value without establishing relations to the field of science. Finally, potential consequences of the communicated messages in the campaign are discussed in light of previous research.

  • 5.
    Andrée, Maria
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Hansson, Lena
    Recruitment Campaigns as a Tool for Social and Cultural Reproduction of Scientific Communities: A case study on how scientists invite young people to science2014Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 36, nr 12, s. 1985-2008Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Young people's interest in pursuing science and science-intense educations has been expressed as a concern in relation to societal, economic and democratic development by various stakeholders (governments, industry and university). From the perspective of the scientific communities, the issues at stake do not necessarily correspond to the overall societal aims. Rather, initiatives to recruit young people to science are also ways for the scientific community to engage in the social and cultural reproduction of itself. For a community to survive and produce a future, it needs to secure regeneration of itself in succeeding generations. The aim of this study is to, from a perspective of social and cultural production/reproduction, shed light on an initiative from the scientific community to recruit young people to science education. This is a case study of one recruitment campaign called the Chemistry Advent calendar. The calendar consists of 25 webcasted films, produced and published by the science/technology faculty at a university. The analysed data consist of the films and additional published material relating to the campaign such as working reports and articles published about the campaign. The analysis focussed on what messages are communicated to potential newcomers. The messages were categorised by means of a framework of subjective values. The results are discussed both from a perspective of how the messages mirror traditions and habits of the scientific community, and in relation to research on students' educational choices.

  • 6.
    Anker-Hansen, Jens
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Andrée, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Affordances and Constraints of Using the Socio-Political Debate for Authentic Summative Assessment2015Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 37, nr 15, s. 2577-2596Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article reports from an empirical study on the affordances and constraints for using staged socio-political debates for authentic summative assessment of scientific literacy. The article focuses on conditions for student participation and what purposes emerge in student interaction in a socio-political debate. As part of the research project, a socio-political debate was designed for assessing student competences of scientific literacy in classroom practices. The debate centred on a fictive case about a lake where a decline in the yield of fish had been established. The students were assigned the task of participating in the debate from appointed roles as different stakeholders. Data were collected with video recordings of the enacted student debates. Student participation was analysed with the theoretical framework of communities of practice. The results show that multiple conflicting purposes of the socio-political debate as an assessment task emerged. The emergent purposes were: (I) putting scientific knowledge on display versus staying true to one’s role, (II) putting scientific knowledge on display versus expressing social responsibility, (III) putting scientific knowledge on display versus winning the debate, (IV) using sources tactically versus using sources critically. As these purposes emerged in classroom practice, tensions between different ways of enacting participation in the debates became manifest. Based on these findings, this paper discusses the affordances and constraints for using a socio-political debate for classroom-based assessment of scientific literacy and argumentation in terms of validity, reliability and affordability.

  • 7. Bergqvist, Anna
    et al.
    Drechsler, Michal
    Chang Rundgren, Shu-Nu
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Upper Secondary Teachers’ Knowledge for Teaching Chemical Bonding Models2016Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 38, nr 2, s. 298-318Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Researchers have shown a growing interest in science teachers' professional knowledge in recent decades. The article focuses on how chemistry teachers impart chemical bonding, one of the most important topics covered in upper secondary school chemistry courses. Chemical bonding is primarily taught using models, which are key for understanding science. However, many studies have determined that the use of models in science education can contribute to students' difficulties understanding the topic, and that students generally find chemical bonding a challenging topic. The aim of this study is to investigate teachers' knowledge of teaching chemical bonding. The study focuses on three essential components of pedagogical content knowledge (PCK): (1) the students' understanding, (2) representations, and (3) instructional strategies. We analyzed lesson plans about chemical bonding generated by 10 chemistry teachers with whom we also conducted semi-structured interviews about their teaching. Our results revealed that the teachers were generally unaware of how the representations of models they used affected student comprehension. The teachers had trouble specifying students' difficulties in understanding. Moreover, most of the instructional strategies described were generic and insufficient for promoting student understanding. Additionally, the teachers' rationale for choosing a specific representation or activity was seldom directed at addressing students' understanding. Our results indicate that both PCK components require improvement, and suggest that the two components should be connected. Implications for the professional development of pre-service and in-service teachers are discussed.

  • 8.
    Ehrlén, Karin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Children's understanding of globes as a model of the earth: A problem of contextualizing2008Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 30, nr 2, s. 221-238Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Visual representations play an important role in science teaching. The way in which visual representations may help children to acquire scientific concepts is a crucial test in the debate between constructivist and socio-cultural oriented researchers. In this paper, the question is addressed as a problem of how to contextualize conceptions and explanations in cognitive frameworks and visual descriptions in cultural contexts. Eleven children aged 6-8 years were interviewed in the presence of a globe. Those children who expressed views of the Earth that deviated from the culturally accepted view did not show any difficulties in combining these different ideas with the globe model. The way that this is possible is explained using a model of conceptual development as a process of differentiation between contexts and frameworks. The child must differentiate not only between the Earth as an area of flat ground in a common-sense framework and the planet Earth in a theoretical framework, but also between these frameworks and the framework of the representation. It is suggested that a differentiation on a meta-level is needed to distinguish which problems and explanations belong to which cognitive framework. In addition, the children must contextualize the visual description of the Earth in the globe in a cultural context to discern which mode of representation is used.

  • 9.
    Ehrlén, Karin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Drawings as representations of children's conceptions2009Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 31, nr 1, s. 41-57Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Drawings are often used to obtain an idea of children's conceptions. Doing so takes for granted an unambiguous relation between conceptions and their representations in drawings. This study was undertaken to gain knowledge of the relation between children's conceptions and their representation of these conceptions in drawings. A theory of contextualization was the basis for finding out how children related their contextualization of conceptions in conceptual frameworks to their contextualization of drawings in pictorial convention. Eighteen children were interviewed in a semi-structured method while they were drawing the Earth. Audio-recorded interviews, drawings, and notes were analysed to find the cognitive and cultural intentions behind the drawings. Also, even children who demonstrated alternative conceptions of the Earth in the interviews still followed cultural conventions in their drawings. Thus, these alternative conceptions could not be deduced from the drawings. The results indicate that children's drawings can be used to grasp children's conceptions only by considering the meaning the children themselves give to their own drawings.

  • 10.
    Gyllenpalm, Jakob
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    The Uses of the Term Hypothesis and the Inquiry Emphasis Conflation in Science Teacher Education2011Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 33, nr 14, s. 1993-2015Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper examines the use and role of the term 'hypothesis' in science teacher education as described by teacher students. Data were collected through focus group interviews conducted at seven occasions with 32 students from six well-known Swedish universities. The theoretical framework is a sociocultural and pragmatist perspective on language and learning, introducing the notion of pivot terms to operationalise language use as a habit and mediated action. We describe three different customs of using the term 'hypothesis' within four cultural institutions that can be said to constitute science teacher education in Sweden. Students were found to habitually use the term hypothesis as meaning a guess about an outcome. This is contrasted to the function of this term in scientific research as a tentative explanation. We also found differences in how this term was used between the pure science courses given by the science departments of universities and science education courses taken only by teacher students. Findings also included further support for school students hypothesis fear reported in an earlier study. It is discussed how these findings can obstruct learning and teaching about the nature of scientific inquiry. Constructivist theories of learning are suggested as a possible origin of these problems. The findings are also related to curricular reform and development.

  • 11.
    Gyllenpalm, Jakob
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    The Uses of the Term Hypothesis and the Inquiry Emphasis Conflation in Science Teacher Education2011Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 33, nr 14, s. 1993-2015Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper examines the use and role of the term ‘hypothesis’ in science teacher education as described by teacher students. Data were collected through focus group interviews conducted at seven occasions with 32 students from six well‐known Swedish universities. The theoretical framework is a sociocultural and pragmatist perspective on language and learning, introducing the notion of pivot terms to operationalise language use as a habit and mediated action. We describe three different customs of using the term ‘hypothesis’ within four cultural institutions that can be said to constitute science teacher education in Sweden. Students were found to habitually use the term hypothesis as meaning a guess about an outcome. This is contrasted to the function of this term in scientific research as a tentative explanation. We also found differences in how this term was used between the pure science courses given by the science departments of universities and science education courses taken only by teacher students. Findings also included further support for school students hypothesis fear reported in an earlier study. It is discussed how these findings can obstruct learning and teaching about the nature of scientific inquiry. Constructivist theories of learning are suggested as a possible origin of these problems. The findings are also related to curricular reform and development.

  • 12.
    Gyllenpalm, Jakob
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Holmgren, Sven-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Fysikum.
    Teachers' language on scientific inquiry: Methods of teaching or methods of inquiry?2010Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 32, nr 9, s. 1151-1172Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    With a focus on the use of language related to scientific inquiry, this paper explores how 12 secondary school science teachers describe instances of students’ practical work in their science classes. The purpose of the study was to shed light on the culture and traditions of secondary school science teaching related to inquiry as expressed in the use of language. Data consisted of semi-structured interviews about actual inquiry units used by the teachers. These were used to situate the discussion of their teaching in a real context. The theoretical background is sociocultural and pragmatist views on the role of language in science learning. The analysis focuses on two concepts of scientific inquiry: hypothesis and experiment. It is shown that the teachers tend to use these terms with a pedagogical function thus conflating methods of teaching with methods of inquiry as part of an emphasis on teaching the children the correct explanation. The teachers did not prioritise an understanding of scientific inquiry as a knowledge goal. It discusses how learners’ possibilities to learn about the characteristics of scientific inquiry and the nature of science are affected by an unreflective use of everyday discourse.

  • 13.
    Hamza, Karim Mikael
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Student Engagement with Artefacts and Scientific Ideas in a Laboratory and a Concept-Mapping Activity2013Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 35, nr 13, s. 2254-2277Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The purpose of this study is to use a comparative approach to scrutinize the common assumption that certain school science activities are theoretical and therefore particularly suited for engaging students with scientific ideas, whereas others are practical and, thus, not equally conducive to engagement with scientific ideas. We compared two school science activities, one (laboratory work) that is commonly regarded as focusing attention on artefacts that may distract students from central science concepts and the other (concept mapping) that is thought to make students focus directly on these concepts. We observed students in either a laboratory activity about real galvanic cells or a concept-mapping activity about idealized galvanic cells. We used a practical epistemology analysis to compare the two activities regarding students' actions towards scientific ideas and artefacts. The comparison revealed that the two activities, despite their alleged differences along the theory–practice scale, primarily resulted in similar student actions. For instance, in both activities, students interacted extensively with artefacts and, to a lesser extent, with scientific ideas. However, only occasionally did students establish any explicit continuity between artefacts and scientific ideas. The findings indicate that some of the problems commonly considered to be unique for school science practical work may indeed be a feature of school science activities more generally.

  • 14. Hasslöf, Helen
    et al.
    Lundegård, Iann
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Malmberg, Claes
    Students' qualification in environmental and sustainability education-epistemic gaps or composites of critical thinking?2016Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 38, nr 2, s. 259-275Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In an 'age of measurement' where students' qualification is a hot topic on the political agenda, it is of interest to ask what the function of qualification might implicate in relation to a complex issue as Education for Sustainable Development (ESD) and what function environmental and sustainability issues serve in science education. This paper deals with how secondary and upper secondary teachers in discussions with colleagues articulate qualification in relation to educational aims of ESD. With inspiration from discourse theory, the teachers' articulations of qualification are analysed and put in relation to other functions of education (qualification, socialisation and subjectification). The results of this study show three discourses of qualification: scientific reasoning, awareness of complexity and to be critical. The discourse of 'qualification as to be critical' is articulated as a composite of differing epistemological views. In this discourse, the teachers undulate between rationalistic epistemological views and postmodern views, in a pragmatic way, to articulate a discourse of critical thinking which serves as a reflecting tool to bring about different ways of valuing issues of sustainability, which reformulates 'matter of facts' towards 'matter of concerns'.

  • 15.
    Kaufmann, Ilana
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Hamza, Karim M.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Rundgren, Carl-Johan
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Eriksson, Lars
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för material- och miljökemi (MMK).
    Developing an approach for teaching and learning about Lewis structures2017Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 39, nr 12, s. 1601-1624Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study explores first-year university students' reasoning as they learn to draw Lewis structures. We also present a theoretical account of the formal procedure commonly taught for drawing these structures. Students' discussions during problem-solving activities were video recorded and detailed analyses of the discussions were made through the use of practical epistemology analysis (PEA). Our results show that the formal procedure was central for drawing Lewis structures, but its use varied depending on situational aspects. Commonly, the use of individual steps of the formal procedure was contingent on experiences of chemical structures, and other information such as the characteristics of the problem given. The analysis revealed a number of patterns in how students constructed, checked and modified the structure in relation to the formal procedure and the situational aspects. We suggest that explicitly teaching the formal procedure as a process of constructing, checking and modifying might be helpful for students learning to draw Lewis structures. By doing so, the students may learn to check the accuracy of the generated structure not only in relation to the octet rule and formal charge, but also to other experiences that are not explicitly included in the formal procedure.

  • 16. Olander, Clas
    et al.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Tytler, Russell
    Ingerman, Åke
    Representations as mediation between purposes as junior secondary science students learn about the human body2018Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 40, nr 2, s. 204-226Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this article is to investigate students' meaning-making processes of multiple representations during a teaching sequence about the human body in lower secondary school. Two main influences are brought together to accomplish the analysis: on the one hand, theories on signs and representations as scaffoldings for learning and, on the other hand, pragmatist theories on how continuity between the purposes of different inquiry activities can be sustained. Data consist of 10 videotaped and transcribed lessons with 14-year-old students (N = 26) in Sweden. The analysis focused instances where meaning of representations was negotiated. Findings indicate that continuity is established in multiple ways, for example, as the use of metaphors articulated as an interlanguage expression that enables the students (and the teacher) to maintain the conversation and explain pressing issues in ways that support of the end-in-view of the immediate action. Continuity is also established between every day and scientific registers and between organisation levels as well as between the smaller parts and the whole system.

  • 17. Schenk, Linda
    et al.
    Hamza, Karim M.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Enghag, Margareta
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lundegård, Iann
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Arvanitis, Leena
    Haglund, Karin
    Wojcik, Andrzej
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för molekylär biovetenskap, Wenner-Grens institut.
    Teaching and discussing about risk: seven elements of potential significance for science education2019Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 41, nr 9, s. 1271-1286Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The present paper takes its point of departure in risk being a relevant content for science education, and that there are many different approaches to how to incorporate it. By reviewing the academic literature on the use and definitions of risk from fields such as engineering, linguistics and philosophy, we identified key elements of the risk concept relevant for science education. Risk is a phenomenon of the future that may be conveyed by our activity, it is something that may or may not take place. Hence, at the core of risk we find uncertainty and consequence. Furthermore, the elements of probability and severity are relevant modifiers of the consequence, as well as both subject to uncertainty. Additionally, in framing, understanding and decision-making on risk, as individuals or society, we need to acknowledge that risk has both objective and subjective components, lying in the interface between knowledge and values. In this paper, we describe how these key elements were derived from the literature and derive a schematic model of the risk concept for the purpose of science education. We further discuss how this model may assist in planning, execution and evaluation of teaching activities explicitly or implicitly involving risk issues.

  • 18.
    Sternäng, Li
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Climate change and morality: Students' perspectives on the individual and society2011Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 33, nr 8, s. 1131-1148Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    There is a growing interest in addressing moral aspects in the research and education of socioscientificissues. This paper investigates students’ interpretations of climate change from a moralperspective. The students were 14 years old, studying at Green Schools in the Beijing area, China.The study was based on semi-structured group interviews and the data were analysed from anintentional perspective, which means that both cognitive and situational aspects were taken intoconsideration in the analysis. Previous research has revealed a close relation between morality andsocio-scientific issues and also advocated the need for addressing ethical aspects in science education.However, empirical studies exploring the question of what students’ moral reasoning mightlook like at the individual level have not yet generated enough attention. In this study this is thecore focus of interest. The findings show that the students conceptualise the solutions to mitigatingclimate change in relation to two different stances. That is, they contextualise the problemsand solutions by addressing the individual, where the individual is either ‘myself’ or ‘someoneelse’. The different notions of the individual become crucial as the students’ views and considerationsfor the environment, as well as society, change according to the different contexts. From amoral point of view, the students seem quite unaware of their varying consideration for others, theenvironment and society. The paper ends with a discussion of implications for practice andresearch.

  • 19.
    Vesterinen, Veli-Matti
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik. Umeå University, Sweden.
    Tolppanen, Sakari
    Aksela, Maija
    Toward citizenship science education: what students do to make the world a better place?2016Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 38, nr 1, s. 30-50Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    With increased focus on sustainability and socioscientific issues, dealing with issues related to citizenship is now seen as an important element of science education. However, in order to make the world a better place, mere understanding about socioscientific issues is not enough. Action must also be taken. In this study, 35 international gifted students-potential scientists-aged 15-19 were interviewed to investigate what they were doing to make the world a better place. The interviews were analyzed using qualitative content analysis with focus on students' actions toward a better world, their rationalizations for such actions, and the role of science in the rationalizations. The analysis shows that students consciously take a wide range of actions, and that they see citizenship as a process of constant self-development. The three categories created to highlight the variation in the ways students take action were personally responsible actions, participatory actions, and preparing for future. Although many students saw that science and scientists play a big role in solving especially the environmental problems, most of them also discussed the structural causes for problems, as well as the interplay of social, economic, and political forces. The results indicate that citizenship science education should take the variety of students' actions into consideration, give students the possibility to take individual and participatory action, as well as give students opportunities to get to know and discuss the ways a career in science or engineering can contribute to saving the world.

  • 20.
    Österlind, Karolina
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Concept Formation in Environmental Education: 14-year olds’ work on the Intensified Greenhouse Effect and the Depletion of the Ozone Layer2005Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 27, nr 8, s. 891-908Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    A case study is presented describing the work of three pupils in the upper level of compulsory school. The pupils were learning about the intensified greenhouse effect and the depletion of the ozone layer. In their work, the need for certain domain-specific knowledge becomes apparent; for example, understanding such concepts as photosynthesis, radiation and catalyst. The results show that the pupils experienced difficulty in distinguishing between the different meanings attached to individual concepts in their theoretical and practical contexts. They are often unable to identify the meaning relevant to the specific environmental problem that they are working on. The pupils' difficulties are seen here as a problem of differentiation between concepts denoted by the same term as well as between different aspects of the same concept, a view that is then related to the question of appropriate conditions for conceptual change.

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