Change search
Refine search result
1 - 15 of 15
CiteExportLink to result list
Permanent 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
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Anderhag, Per
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Danielsson Thorell, Helena
    Andersson, Carina
    Holst, Andreas
    Nordling, Johan
    Syften och tillfälligheter i högstadie- och gymnasielaborationen: en studie om hur elever handlar i relation till aktivitetens mål2014In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 10, no 1, p. 63-76Article in journal (Refereed)
    Abstract [en]

    Purposes and contingencies in the lower and upper secondary school lab

    Studies have shown that students’ awareness of the goals and purposes of the laboratory activity is important for their possibility to participate in and learn from the activity. While practical activities often have been considered to be a central part of science education, relatively few studies have examined laboratory work in situ. In this paper we addressed these issues by examining (a) what purposes are distinguished when students’ work with a laboratory assignment and (b) how these purposes are made continuous with the teacher’s aim with the assignment. The data was based on classroom observations from two ordinary laboratory settings, one from a chemistry class in lower secondary school and one from a physics class in the natural science programme in upper secondary school. Although both student groups acknowledged their teacher’s intentions with the practical and could act towards the more student centered purposes of the activity, e.g. describe what happens with the copper and measure the speed of a small vessel respectively, there were differences regarding the possibilities the students had to act toward the activity’s final aim. The results showed that these factors can be referred to the amount of purposes introduced by the teacher as well as those that arose because of contingences, and the connection of these purposes to students’ prior experiences.

  • 2.
    Andrée, Maria
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Lager-Nyqvist, Lotta
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    'What do you know about fat?' Drawing on diverse funds of knowledge in inquiry based science education2012In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 8, no 2, p. 178-193Article in journal (Refereed)
    Abstract [en]

    Connecting students’ worlds, knowledge and experiences with school science has been a central issue in science education research. Here, we conceptualize processes of drawing on students’ personal experiences and knowledge in terms of ‘funds of knowledge’. We scrutinize two sixth grade classroom practices where the inquiry curriculum reform effort, Naturvetenskap och teknik för alla (NTA), is used. This curriculum material explicitly incorporates ideas of ‘learning science from experience’. Our aim is to contribute to a discussion on what conditions of inquiry based science education (IBSE) practices may open up opportunities for science to become personally relevant to students. The  research question investigated is: What do students do when they draw on funds of knowledge that are related to students’ memberships and experiences out-of-school in IBSE pratices? We then use Cultural-Historical Activity Theory framework to analyze how students’ actions of drawing on different funds of knowledge gain meaning in relation to different cultural-historical motives. Our findings indicate that students, when positioning themselves as part of different communities in relation to different goals and overall motives, make use of quite different funds of knowledge. Finally, we discuss possibilities for expanding and acknowledging students’ funds of knowledge when working with  investigations in the science classroom.

    Download full text (pdf)
    fulltext
  • 3.
    Anker-Hansen, Jens
    et al.
    The Swedish National Agency for Education, Sweden.
    Andrée, Maria
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    In Pursuit of Authenticity in Science Education2019In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 15, no 1, p. 54-66Article in journal (Refereed)
    Abstract [en]

    This article presents a systematic review of how authenticity is used in science education research and discusses the implications these uses have for the design of science education classroom practices. Authenticity has been discussed in education for decades. However, the authenticity of science education not only concerns the design of educational activities, but also the content of what is being taught. This article reviews research articles published in 2013 and 2014, in the three highest ranking journals in science education, regarding how authenticity is framed in science education. The findings suggest that the uses vary greatly from referring to externally defined practices to student relevance. The findings are discussed with the notions of cultural and personal authenticity to suggest important aspects involved with designing science classroom activities authentic to the different references. Based on the review, we have developed a strategy for balancing authenticity in science education classroom practices between cultural and personal authenticity.

    Download full text (pdf)
    fulltext
  • 4.
    Björkholm, Eva
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). Kungliga Tekniska högskolan (KTH), Sverige .
    Teknik i de tidiga skolåren – om vad det innebär att kunna konstruera en länkmekanism2015In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 11, no 1, p. 35-53Article in journal (Refereed)
    Abstract [en]

    Technical knowing in the early school years – A learning study of the meaning of knowing how to construct a linkage mechanism

    This study within primary technology education aims at exploring the capability to construct a specific linkage mechanism. The study reported was integrated in a Learning study, a kind of design experiment inspired by the Japanese Lesson Study, and was carried out in collaboration with two primary school teachers and their two classes, a preschool class and a grade one class. The study reports on the analysis of the video-recorded pre- and post-test. The tests were analysed phenomenographically resulting in four categories describing qualitatively different ways of experiencing the object of learning. The categories were then analysed in terms of critical aspects, describing aspects necessary to discern for this group of students in order to learn how to construct a linkage mechanism. The result indicates the importance of discerning the two joints and their different characteristics in terms of a fixed and a moving joint as well as the placement of the moving joint in relation to the resulting movement.

    Download full text (pdf)
    fulltext
  • 5.
    Danckwardt-Lillieström, Kerstin
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Andrée, Maria
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Enghag, Margareta
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Creative drama in chemistry education: a social semiotic approach2018In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, no 3, p. 250-266Article in journal (Refereed)
    Abstract [en]

    Drama is a way of teaching that has been suggested to support learning, but studies in science education are limited and the potential of using drama needs further scrutiny and design development. In this study, from an upper secondary school in Sweden, we investigate how creative drama may afford students’ meaning-making of abstract non-spontaneous chemical concepts, by exploring what kind of semiotic work students are engaged in when given the opportunity to use their own bodies as semiotic resources. We combine sociocultural theory of learning with multimodal social semiotic analysis. In our analysis, we found different types of transductions and transformations that had consequences for students' meaning-making. A conclusion is that when creative drama activities open up for students to use bodily mode in combination with a variety of other semiotic resources, the students are afforded to explore intermolecular forces in new ways.

    Download full text (pdf)
    fulltext
  • 6.
    Dudas, Cecilia
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Rundgren, Carl-Johan
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Lundegård, Iann
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Didactic modelling of complex sustainability issues in chemistry education2018In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, no 3, p. 267-284Article in journal (Refereed)
    Abstract [en]

    To meet future challenges regarding sustainability issues, science education needs to address how to educate scientifically literate and responsible citizens. One aspect of this is how to draw students’ attention to the complexity in sustainability issues. Therefore, this study analyses how complexity can become visible in students’ deliberations. The study has been conducted as an in-situ study at two upper secondary schools. The data was analysed using Practical Epistemological Analysis (PEA) and Deliberative Educational Questions (DEQ). The results show that four different kinds of considerations were used to visualise complexity. Those considerations regarded facts and values in relation to known and unknown facts. The considerations were used to develop a didactic model. Design principles were also developed, which together with the model can support teachers in didactic analyses regarding complex sustainability issues in chemistry education. Furthermore, the study shows that chemistry education can contribute to development of Bildung and democratic citizenship.

    Download full text (pdf)
    fulltext
  • 7.
    Ehdwall, Dana Seifeddine
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hur lärare kan stödja andraspråkselever på gymnasiet att tala kemi2018In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, no 3, p. 299-316Article in journal (Refereed)
    Abstract [en]

    In this study we investigate how two didactic models can be used by chemistry teachers to improve teaching to support students with a second language to “talk chemistry”. The study contributes to show how these models can be used by chemistry teachers to organize, perform and assess chemistry lessons in a way that better supports second language students to become more active in talking and so learn chemistry. The material consists of video and audio recordings from chemistry lessons in an introductory class in upper secondary school in Sweden. The study was carried out in two cycles of planning, teaching and analysis in two successive classes. The first cycle entailed analyzing how a “normal” chemistry lesson gave students opportunities to talk and learn chemistry. In cycle 2 changes were made by using the models for the purpose of increasing the students’ opportunities to “talk chemistry”. Our findings show how teachers can support also second language students’ learning to “talk chemistry” by using the didactic models developed for mono-lingual classrooms when planning and performing chemistry lessons.

    Download full text (pdf)
    fulltext
  • 8.
    Eriksson, Cecilia
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Lundegård, Iann
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Elevimpulser och lärarresponser: Betydelsen av lärares återkoppling för undervisningens diskurs och elevernas meningsskapande i undervisning om sociovetenskapliga dilemma2018In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, no 3, p. 285-298Article in journal (Refereed)
    Abstract [sv]

    Today teachers face an increased challenge in listening to classroom discourses and students’ areas ofinterest to let these coincides with the overall teaching purpose by feedback. Present study explorehow classroom communication can be modeled to allow this. The socio-scientific-issues raised wereat the same time aimed at creating relevance in the students’ social life as giving a respond to thecurriculum. The data consisted of recordings from science lessons in grade 7 and 8 in Sweden. To makevisible the tension that occurred between different discourses and displacement of power in theconversations, practical epistemological analysis has been made. This resulted in a categorization offive different ways the teacher is taking care of and reconnects the students’ impulses in relation tothe overall purpose. Consequently, this study is offering opportunities for teachers to, in a consciouslymanner, reflect on different strategies for discourse feedback in teaching.

  • 9. Eriksson, Martin
    et al.
    Rundgren, Carl-Johan
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Vargfrågan - Gymnasieelevers argumentation kring ett sociovetenskapligt dilemma2012In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 8, no 1, p. 43-58Article in journal (Refereed)
    Abstract [en]

    The Wolf Issue - Upper Secondary Students’ Argumentation about a Socio-Scientific Issue

    The focus of this study is the attitudes towards wolves in Sweden among upper secondary students.This socio-scientific issue (SSI) involves many aspects, such as ethical, political and biological aspects,and provides a context to study students’ informal argumentation. The different arguments usedby the students were analyzed using the framework of the SEE-SEP-model. A questionnaire probingattitudes to the existence of wolves in the neighbourhood was distributed to 352 upper secondarystudents. 18 students were interviewed in focused group-interviews (in pairs). The results showedthat 55% of the students showed a negative attitude towards the existence of wolves in the neighbourhood.The analysis of the different aspects of arguments used by the students in the interviewsshowed that arguments based on value were more dominant (60%) than arguments based on knowledge(30%), and arguments based on personal experiences (10%).

    Download full text (pdf)
    fulltext
  • 10.
    Gyllenpalm, Jakob
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Holmgren, Sven-Olof
    Stockholm University, Faculty of Science, Department of Physics.
    Secondary science teachers’ selective traditions and examples of inquiry-oriented approaches2010In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 6, no 1, p. 44-60Article in journal (Refereed)
    Abstract [en]

    This paper describes aspects of the existing tradition of practical work in secondary science education in Sweden, with a focus on inquiry-oriented teaching approaches. Twelve secondary science teachers were interviewed and asked to describe examples of their own teaching practices that they believed constituted inquiry-oriented teaching. The descriptions are analysed in relation to key components of inquiry as conceptualised in the science education literature. In addition, the teachers’ way of talking about their own teaching in relation to inquiry is described and analysed. The results show a wide variety of teaching approaches that are associated with inquiry in different ways. Although inquiry is valued by many teachers, it is also problematic. We discuss the nature of the problems associated with inquiry by the teachers and the possible consequences of these for teacher education, in-service training and curriculum development.

  • 11.
    Johansson, Annie-Maj
    et al.
    Högskolan i Dalarna, Sverige.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Selektiva traditioner i grundskolans tidigare år: Lärares betoningar av kvalitéer i naturvetenskapsundervisningen2013In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 9, no 1, p. 50-65Article in journal (Refereed)
    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.

  • 12.
    Johansson, Annie-Maj
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education. Högskolan i Dalarna, Sverige.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Vad ska elever lära sig angående naturvetenskaplig verksamhet?: En analys av svenska läroplaner för grundskolan under 50 år2012In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 8, no 3, p. 197-212Article in journal (Refereed)
    Abstract [en]

    What should students learn about scientific inquiry? A comparative study of 50 years of the Swedish national curricula

    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.

  • 13.
    Lavett Lagerström, Malin
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Piqueras, Jesús
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Palm, Ola
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Planning for learning progressions with the didactical model organizing purposes: a study in context-based science teaching2018In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, no 3, p. 317-330Article in journal (Refereed)
    Abstract [en]

    During the last years the didactical model organizing purposes has provided important insights about how teachers work with moment-to-moment learning progressions in science teaching. In the present study, organizing purposes were used to plan a lesson within a context-based unit in Biology, in which the Ebola disease was the overarching context. The lesson was planned in two parts. In the first part, the students worked with a model that simulated the spread of Ebola; in the second part, the model was discussed and compared with the real disease. The analysis of the enacted lesson shows that the students’ experiences from the model were effectively used by the teacher to establish a learning progression towards the learning goals. This was done by eliciting questions, comparisons between the model and real diseases, and recalling specific situations that allowed students to use everyday experiences and scientific concepts. Moreover, by maintaining focus in the context of the unit, the teacher through these actions, constantly directed the lesson towards the learning goals.

    Download full text (pdf)
    fulltext
  • 14. Lunde, Torodd
    et al.
    Rundgren, Carl-Johan
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Chang Rundgren, Shu-Nu
    Stockholm University, Faculty of Social Sciences, Department of Education. Karlstads universitet, Sverige.
    När läroplan och tradition möts – hur högstadielärare bemöter yttre förväntningar på undersökande arbete i naturämnesundervisningen2015In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 11, no 1, p. 88-101Article in journal (Refereed)
    Abstract [en]

    How lower secondary science teachers meet external expectations on inquiry-based science teaching

    The current Swedish curricula for compulsory school (Lgr11) emphasize inquiry-based science teaching to develop pupils’ critical thinking while the Swedish laboratory teaching tradition emphasize labora-tory work to promote students’ conceptual understanding. The aim of this study is to illuminate how a group of teachers within the Swedish teaching tradition, based on the prevailing condition, met the external expectations of involving pupils in inquiry-based science teaching. During a teacher profes-sional development program, the entire group of lower secondary science teachers within a school district, twelve in total, participated in group reflections about own inquiry activities. The results indicated that teachers, despite shortage of activities, wanted to involve pupils in inquiry-based science teaching to meet the curricula’s and national tests’ request for such activities. The teachers did this through hybridization, in which the teachers opened up and transformed existing laboratory activities; and by imitation, in which they imitated how investigative inquiry is carried out on natio-nal tests. Inquiry-based science teaching, as it emerges in this study, possessed several characteristics might limiting the potential for pupils to develop an understanding functional for critical thinking in private- and public lives.

  • 15.
    Wickman, Per-Olof
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hamza, Karim
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Lundegård, Iann
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Didaktik och didaktiska modeller för undervisning i naturvetenskapliga ämnen2018In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, no 3, p. 239-249Article in journal (Refereed)
    Abstract [en]

    Didactics and didactic models in science education

    This article reviews what didactic models are, how they can be produced through didactic modelling and how didactic models can be used for analyses of teaching and learning and for educational designs. The article is as an introduction to this Nordina special issue on didactic models and didactic modelling in science education research.

    Download full text (pdf)
    fulltext
1 - 15 of 15
CiteExportLink to result list
Permanent 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