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  • 1.
    Andrée, Maria
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lundegård, Iann
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Argumentation and Critique in Science Citizenship Education and Scientific Literacy: Symposium on Literacy and Didactics: Perspectives, Practices and Consequences I2012Konferansepaper (Fagfellevurdert)
    Abstract [en]

    How citizenship education should be designed and what it should aim for is debated. The Swedish national curriculum describes the democratic mission for the compulsory school as imparting respect for human rights, fundamental democratic values and preparing students to responsibly participate in societal life. This mission is to be implemented in all school subjects. Here, we aim to shed light on how these ideas are expressed in the curriculum documents for science education in compulsory school in terms of argumentation and critique. We perform an analysis of the national syllabuses and commentary materials and also discuss the results from educational philosophy perspectives. First, we scrutinize the idea of developing students’ abilities to engage in argumentation, argumentation as means to reach consensus and argumentation as dissensus and agonism from a radical democratic perspective. Second, we scrutinize the idea of critique as expressed in the documents in relation to what has been described as a neo-liberal discourse of independence and integrity. We summarize our findings in what we suggest to be a tension between consensus and agonism. We point to affordances and constraints in the curriculum documents concerning possibilities of bringing together argumentation and critique in what we call critical deliberative education.

  • 2.
    Andrée, Maria
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lundegård, Iann
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Scientific literacy som argumentation och kritik2013Inngår i: Scientific Literacy: teori och praktik / [ed] Eva Lundqvist, Roger Säljö & Leif Östman, Malmö: Gleerup , 2013, s. 87-100Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 3.
    Andrée, Maria
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lundegård, Iann
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Who is the democratic citizen?2012Konferansepaper (Fagfellevurdert)
  • 4.
    Caiman, Cecilia
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lundegård, Iann
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Pre-school childrens agency in learning for sustainable development2013Inngår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In recent years, there has been a growing interest in pre-school children’s meaning-making and learning in education for sustainability. Young children should be recognized as ‘agents for change’ and active participants in their own day-to-day practices. Such issues are thoroughly discussed in the early childhood education for sustainability field. However, only a few research reports are presented on the subject. In this paper, our purpose is to examine empirically how agency is constituted when pre-school children explore science-related issues in a context of education for sustainability. The empirical material consists of video-recording sequences of four- to five-year-olds. In the analysis, we use a methodological approach based on Dewey’s pragmatist philosophy. We describe what a small group of children are doing and their ‘course of action’ towards ‘fulfilment’. In view of this, agency is explained as something that children achieve together in transactions rather than something they possess. Furthermore, the findings show the significance of the aesthetic relations in the constitution of agency. At the end of the article, we also discuss agency in relation to the ongoing debate on participation in young children’s meaning-making for sustainability.

  • 5.
    Caiman, Cecilia
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lundegård, Iann
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Young children's imagination in science education and education for sustainability2018Inngår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 13, nr 3, s. 687-705Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This research is concerned with how children's processes of imagination, situated in cultural and social practices, come into play when they invent, anticipate, and explore a problem that is important to them. To enhance our understanding of young children's learning and meaning-making related to science and sustainability, research that investigates children's use of imagination is valuable. The specific aim of this paper is to empirically scrutinize how children's imaginations emerge, develop, and impact their experiences in science. We approach imagination as a situated, open, and unscripted act that emerges within transactions. This empirical study was conducted in a Swedish pre-school, and the data was collected in between' a science inquiry activity and lunchtime. We gathered specific video-sequences wherein the children, lived through the process of imagination, invented a problem together and produced something new. Our analysis showed that imagination has a great significance when children provide different solutions which may be useful in the future to sustainability-related problems. If the purpose of an educational experience in some way supports children's imaginative flow, then practicing an open, listening approach becomes vital. Thus, by encouraging children to explore their concerns and questions related to sustainability issues more thoroughly without incautious recommendations or suggestions from adults, the process of imagination might flourish.

  • 6.
    Dudas, Cecilia
    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.
    Lundegård, Iann
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Didactic modelling of complex sustainability issues in chemistry education2018Inngår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, nr 3, s. 267-284Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 7.
    Dudas, Cecilia
    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.
    Lundegård, Iann
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Didactic modelling of complex sustainability issues in chemistry education2018Konferansepaper (Fagfellevurdert)
    Abstract [en]

    To meet future challenges regarding sustainability issues, science education needs to address how to educate scientifically literate and responsible citizens. Chemistry education must be organized in a way that gives the students opportunity to participate in discussions and decision-making regarding sustainability issues in which chemistry knowledge is needed. One aspect of education for responsible citizenship is to draw students’ attention to the complexity in sustainability issues.

    The aim of this study is to analyse how complexity in sustainability issues can be visualized in upper secondary school chemistry education.

    This study was conducted as a didactic modelling inspired by Design Based Research. Two cycles were conducted: cycle 1 with 12 students discussing batteries in different products and cycle 2 with 38 students discussing organic pollutants in everyday products. The data was analysed using Practical Epistemological Analysis (PEA) (Wickman & Östman, 2002) and Deliberative Educational Questions (DEQ) (Lundegård & Wickman, 2007).

    Four different kinds of considerations emerged in students’ discussions which were used to develop a didactic model visualizing complexity. Those considerations regarded facts and values in relation to sufficient and insufficient factual knowledge. All four kinds of considerations are needed to visualize complexity.

    The results showed that conflicting perspectives/values and the issues’ incompleteness and uncertainty only emerged to a small extent in the students’ discussions in cycle 1. In cycle 2 all four kinds of considerations emerged more equally. The design principles in cycle 2 were that the students’ activity should explicitly request conflicting perspectives and values and also include frontier research in chemistry. The result indicates that those gave the students more opportunities to visualize complexity.

    The didactic model and design principles that were developed can together be used for teaching and learning from sustainability issues in chemistry education.

  • 8.
    Eriksson, Cecilia
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lundegård, Iann
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Elevimpulser och lärarresponser: Betydelsen av lärares återkoppling för undervisningens diskurs och elevernas meningsskapande i undervisning om sociovetenskapliga dilemma2018Inngår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, nr 3, s. 285-298Artikkel i tidsskrift (Fagfellevurdert)
    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. 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'.

  • 10.
    Jakobson, Britt
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lundegård, IannStockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.Wickman, Per-OlofStockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lärande i handling: en pragmatisk didaktik2014Collection/Antologi (Annet vitenskapelig)
  • 11.
    Lager-Nyqvist, Lotta
    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.
    Lundegård, Iann
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lederman, Judith S.
    Department of Mathematics and Science Education at the College of Science and Letters at Illinois Institute of Technology , USA.
    Lederman, Norman G.
    Vad lär sig och minns elever om att göra naturvetenskapliga undersökningar? Att bedöma begreppsligt vetande och praktiskt kunnande.2011Inngår i: Lärande och minnande som social praktik / [ed] Roger Säljö, Stockholm: Norstedts Förlag, 2011, s. 106-125Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 12.
    Lundegård, Iann
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Att tända en eld2004Inngår i: Utomhusdidaktik / [ed] IannLundegård, Per-Olof Wickman, Ammi Wohlin, Lund: Studentlitteratur, 2004, 1, s. 81-96Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 13.
    Lundegård, Iann
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Berättelsen och det politiska subjektet2014Inngår i: Lärande i handling: en pragmatisk didaktik / [ed] Britt Jakobson, Iann Lundegård, Per-Olof Wickman, Lund: Studentlitteratur, 2014, s. 195-204Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 14.
    Lundegård, Iann
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Konflikt och identitet i samtal om hållbar utveckling2014Inngår i: Lärande i handling: en pragmatisk didaktik / [ed] Britt Jakobson, Iann Lundegård, Per-Olof Wickman, Lund: Studentlitteratur, 2014, s. 195-204Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 15.
    Lundegård, Iann
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Learning from metaphors2015Inngår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 10, nr 3, s. 695-705Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Today an increasing number of countries around the world have acquired almost the same metaphorical speech about teaching and learning. These theories grown in the Western world are largely produced within the framework of psychology and individualistic oriented educational philosophy and fits with the ever-expanding financial growth paradigm. This article gives a brief reference to an exchange that in the early 1900’s took place between two different ways to go in American educational philosophy. Then selects John Dewey’s route choice, which took a step away from attempts to create a rationalistic ultimate definition of teaching and learning. Instead, a couple of different metaphors for education are demonstrated that can be used as a basis for pragmatically organizing teaching toward specific purposes and consequences in relation to different cultural traditions.

  • 16.
    Lundegård, Iann
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Minnande - i handling och förvandling2011Inngår i: Lärande och minnande: som social praktik / [ed] Roger Säljö, Stockholm: Norstedts Förlag, 2011, 1, s. 317-339Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 17.
    Lundegård, Iann
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Personal authenticity and political subjectivity in student deliberation in environmental and sustainability education2018Inngår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 24, nr 4, s. 581-592Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study problematizes what is meant when one talks about classroom activities concerning environmental and sustainability issues as being authentic or not. It reports excerpts from three classroom discussions which start from questions formulated by the students themselves concerning issues related to sustainable development. It examines how the different questions give rise to altered kinds of participation and shows that the students' involvement shifted between either a distanced factual level of communication, or a personal level of communication. The result indicated that the nature of authenticity in a discourse differs depending on which question initiates it. If the initiating questions allow the students to distance themselves from the subject matter, then one type of authenticity is created. If, on the other hand, the questions give the students an opportunity to establish value-relations, or to dare to take a personal standpoint, as political subjects, to the issues at hand then the personal authenticity becomes another.

  • 18.
    Lundegård, Iann
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för undervisningsprocesser, kommunikation och lärande (UKL).
    Self, Values and the World - Young People in Dialogue on Sustainable Development2008Inngår i: Values and Democracy in Education for Sustainable Development: Contribution from Swedish Research / [ed] Johan Öhman, Malmö: Liber , 2008, s. 123-144Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 19.
    Lundegård, Iann
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Student discussions of and in public issues in scientific civic education - the political subject2012Konferansepaper (Annet vitenskapelig)
  • 20.
    Lundegård, Iann
    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.
    Putting the Cart Before the Horse: The Creation of Essences out of Processes in Science Education Research2014Inngår i: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 98, nr 1, s. 127-142Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article addresses the problem of treating generalizations of human activity as entities and structures that ultimately explain the activities from which they were initially drawn. This is problematic because it involves a circular reasoning leading to unwarranted claims explaining the originally studied activities of science teaching and learning. Unlike other fields within social science research, this problem has not been appreciated and discussed in the science education literature and the field thus needs to be reminded of it. A heuristic specifically developed for the purposes of this article is applied to two examples taken from a much-cited research in the field. Through the examples it is argued that the practice of creating entities out of generalizations of science classroom activities leads to a number of unintended consequences. It is further argued that the stated purposes in the two example articleswould actually have been better served by investigating the entire processes through which the activities develop, as well as how the activities may change through teaching. The article concludes that through the search for explanations caused by underlying entities, science education research runs a risk of alienating its results from the activities from which it initially wanted to meliorate.

  • 21.
    Lundegård, Iann
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Wickman, P. O.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Identity transformation in education for sustainable development: a question of location2009Inngår i: QSE. International journal of qualitative studies in education, ISSN 0951-8398, E-ISSN 1366-5898, Vol. 53, nr 5, s. 461-479Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Traditionally the individual "I" is described as a relatively stable entity that is carried from one situation to another. However, a growing body of research has argued for a more flexible approach to identity. This article looks at identity as something situated and transformed in social transaction. The analysis made here examines three aspects of identity formation disjunctive space, inter-subjective space and ethical space. We study the rhythmic shift between those different identity spaces in six college students' ongoing conversation concerning sustainable development, human freedom, and solidarity. It is shown how identity is constituted in the three different spaces during student discourse. We demonstrate how identity is part of a continuous and contingent inter-human activity, where the interlocutors are constantly forced to answer the question: Who are you? We discuss the consequences of this finding for education for sustainable development. 

  • 22.
    Lundegård, Iann
    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.
    It takes two to tango: studying how students constitute political subjects in discourses on sustainable development2012Inngår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 18, nr 2, s. 153-169Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    A great deal of the ongoing discussion about environmental education and edu- cation for sustainable development has to do with democracy and deliberation. Here, for example, the normative approach has been challenged. As an alterna- tive, there is sometimes a call for a curriculum and education that is character- ized by democracy, participation, and pluralism. According to this call, it is still far from clear what it actually means to create education in terms of democracy. While the debate is lively, it is not always anchored in empirical research. In this study, three students in a classroom situation talk about resources and soli- darity. Using analytical tools developed from a pragmatic base, the study tries to find a methodology to reveal how people create political subjects while engaged in such a discourse. This is associated with the discussion about democracy in education, and the consequences these findings may have in respect of how edu- cation on environment and sustainable development can be staged in terms of freedom and pluralism. 

  • 23.
    Lundegård, Iann
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Wickman, Per-OlofStockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.Wohlin, Ammi
    Utomhusdidaktik2004Collection/Antologi (Annet vitenskapelig)
  • 24.
    Lundegård, Iann
    et al.
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för undervisningsprocesser, kommunikation och lärande (UKL).
    Wickman, P.O.
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för undervisningsprocesser, kommunikation och lärande (UKL).
    Conflicts of interest: an indispensable element of education for sustainable development2007Inngår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 13, nr 1, s. 1-15Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    A central concept introduced in the Nordic debate on sustainable development is 'action competence'. The concept has been defined as a competence of learners, i.e. the ability to take into consideration the social factors and human conflicts of interest that lies behind environmental questions and sustainable development. The concern of this article is the role of such conflicts for making meaning in relation to sustainable development. With this aim, we analyze a series of interviews with seven high school students. Our analysis takes its point of departure in the works of Dewey and Wittgenstein. It shows that the dialogue partners in this study continuously put one another in the position of having to make communicative choices in the dialogue. Moreover, the choices facing these dialogue partners can be translated into human conflicts of interest of a broader kind. A conclusion we draw from our work is that value judgments dealing with human conflicts of interest are a foundation upon which the dialogue on sustainable development is constructed, and that they seem to be a prerequisite if the dialogue is not to come to a standstill. We discuss the consequences of this finding for education for sustainable development.

  • 25.
    Orlander, Auli Arvola
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lundegård, Iann
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    It’s her body: When students’ argumentation shows displacement of content in science classroom2012Inngår i: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 42, nr 6, s. 1121-1145Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper approaches learning as a response instead of the acquisition of something previously expected. More specifically, it describes a process of argumentation on socioscientific issues in a classroom situation in school science amongst 15-year-old students in Sweden. The analysis of an argumentation on abortion in a science classroom highlights how science content becomes relevant to students’ experiences, but also how the students’ unique voices shift focus and cause displacement of the science content. The analysis demonstrates some of the tensions and possible conflicts that may lead to the exclusion of different voices. This paper argues that focusing the research or education on questions that argumentation brings to light creates interesting educational opportunities to identify and incorporate the students’ experiences in the classroom. The results indicate, however, that students’ spontaneous acts lead to some difficulties in finding a point of contact with the rational discourse of science education.

    This article approaches learning as a response to something. It illustrates what happens when the voices of the rational discourse of science education meet the voices of the unexpected. More specifically, it describes a process of argumentation on socio-scientific issues in a classroom situation in school science among 15-year-old students in Sweden. The analysis of an argumentation on abortion in the science classroom highlights the deliberative educational questions present, and identifies occasions where students’ unique voices and displacement of content are welcomed. The analysis also demonstrates tensions and possible collisions that may lead to the exclusion of different voices. This paper argues that focusing on the deliberative educational questions in research and education on argumentation creates interesting educational opportunities to meet the unexpected. The results indicate, however, that students' spontaneous acts lead to some difficulties in finding a point of contact with the rational discourse of science education.

  • 26.
    Persson, Lena
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lundegård, Iann
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Worry becomes hope in education for sustainable development: An action research study at a secondary School2011Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, nr 1, s. 123-144Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Researchers in environmental education and education for sustainable de- velopment (ESD) have discussed in what ways young people’s experience in school may contribute to their action competence. This paper illustrates how an action research study centered on students’ reflections can contribute to a change in teaching that supports their action competence in education for sustainable development (ESD). The emphasis is on a pluralistic approach to ESD in which problems concerning sustainable development are considered as open-ended where students’ voices, action competence and decision-making play an important role. The researcher together with a teacher and her Year 9 class in a suburb of Stockholm carried out the action research study. The research corpus for the study was the students’ reflections in log books and interviews. Interviews were conducted with a smaller group of five students, and an interview was also made with the teacher at the end of the project to document her experiences. The case illustrates how students’ worries were made salient through their reflections, which in turn made a change in teach- ing possible that transformed students’ worries into hope and supported their action competence. This way of working in the school practice may help teach- ers to think about ESD in new ways as well as in other areas of education.

  • 27. 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.

  • 28.
    Wickman, Per-Olof
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Hamza, Karim
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lundegård, Iann
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Didaktik och didaktiska modeller för undervisning i naturvetenskapliga ämnen2018Inngår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, nr 3, s. 239-249Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 29.
    Wojcik, Andrzej
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för molekylär biovetenskap, Wenner-Grens institut. Jan Kochanowski University, Poland.
    Hamza, Karim
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lundegård, Iann
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Enghag, Margareta
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Haglund, Karin
    Arvanitis, Leena
    Schenk, Linda
    Educating about radiation risks in high schools: towards improved public understanding of the complexity of low-dose radiation health effects2019Inngår i: Radiation and Environmental Biophysics, ISSN 0301-634X, E-ISSN 1432-2099, Vol. 58, nr 1, s. 13-20Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The levels of stochastic health effects following exposure to low doses of ionising radiation are not well known. A consequence of the uncertainty is that any radiation exposure is met with deep concernboth by the public and by scientists who disagree about how the partly conflicting results from low-dose studies should be interpreted. The concern is not limited to ionising radiation but is inherent to other areas of modern technologies such as biotechnology or electromagnetic fields. The everyday presence of advanced technologies confronts people with the necessity to take decisions and there is an ongoing debate regarding both the nature and magnitude of potential risks and how education efforts may empower peoples ' decision-making. In the field of radiation research there are different opinions regarding the optimal education methods, spanning from the idea that peoples' fears will be eliminated by introducing dose thresholds below which the risk is assumed to be zero, to suggestions of concentrating research efforts in an attempt to eliminate all uncertainties regarding the effects of low doses. The aim of this paper was to present our approach which is based on developing an education program at the secondary school level where students learn to understand the role of science in society. Teaching about radiation risk as a socio-scientific issue is not based on presenting facts but on showing risks in a broader perspective aiming at developing students' competency in making decisions based on informed assessment. We hope to stimulate and encourage other researchers to pursue similar approaches.

  • 30.
    Östman, Leif
    et al.
    Uppsala universitet.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Jakobson, Britt
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lundegård, Iann
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Öhman, Johan
    Örebro universitet.
    Practical Epistemology Analysis: Aesthetic and moral learning2008Konferansepaper (Fagfellevurdert)
1 - 30 of 30
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