Nordic Studies in Science Education最新文献

What and why in teaching about sustainability 可持续发展教学的内容和原因

Nordic Studies in Science Education Pub Date : 2024-04-23 DOI: 10.5617/nordina.10159

Annika Forsler, Pernilla Nilsson, Susanne Walan

{"title":"What and why in teaching about sustainability","authors":"Annika Forsler, Pernilla Nilsson, Susanne Walan","doi":"10.5617/nordina.10159","DOIUrl":"https://doi.org/10.5617/nordina.10159","url":null,"abstract":"Education has responded to global Sustainable Development (SD) goals by drawing on a range of issue-related, context-based, and cross-curricular approaches to teaching SD. This paper aims to examine how teachers describe the content in SD and how they justify this content concerning their teaching practice. The Pedagogical Content Knowledge (PCK) framework, with its reflective tool Content Representation (CoRe), was used in combination with semi-structured interviews to capture 18 Swedish upper-secondary science teachers’ reflections. The results indicate four themes of content that the teachers emphasise: energy and global warming, ecosystem services and biodiversity, presence of harmful substances and materials in nature, and imbalance of natural substances in nature. The teachers justified these content themes in terms of the importance of students’ gaining different perspectives (local, global, ecological, social, and economic), belief in the future, action competence, and general scientific education. The paper contributes to sustainability education research, as it focuses on teaching sustainability in the light of the PCK framework. Also, it can support and inspire teachers when they decide what content to include when teaching SD.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"101 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140670059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Lower secondary school students’ conversations when constructing representations of plate boundaries in Minecraft 初中学生在 Minecraft 中构建板块边界表征时的对话

Nordic Studies in Science Education Pub Date : 2024-04-23 DOI: 10.5617/nordina.9647

Julie Guttormsen

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En kritisk diskusjon av ‘tematisk analyse etter Braun og Clarke (2006)’ i naturfagdidaktiske studier 对科学教育研究中 "布劳恩和克拉克（2006 年）之后的主题分析 "的批判性讨论

Nordic Studies in Science Education Pub Date : 2024-04-23 DOI: 10.5617/nordina.10094

Kari Beate Remmen

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Matriser, krafter och fysik: Elevers levda erfarenheter av bedömningsmatriser i grundskolans fysikundervisning 矩阵、力与物理：小学物理教学中学生对评估矩阵的生活体验

Nordic Studies in Science Education Pub Date : 2024-04-23 DOI: 10.5617/nordina.10201

Henrik Hallström, Magnus Levinsson

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Futurising science education: Technology, agency and scientific literacy 科学教育未来化：技术、机构和科学素养

Nordic Studies in Science Education Pub Date : 2024-04-23 DOI: 10.5617/nordina.11429

Tapio Rasa

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Quantum physical insights of agential realism within new materialism in science education: 新唯物主义在科学教育中对代理现实主义的量子物理启示：

Nordic Studies in Science Education Pub Date : 2024-04-23 DOI: 10.5617/nordina.9776

Ismo Koponen

{"title":"Quantum physical insights of agential realism within new materialism in science education:","authors":"Ismo Koponen","doi":"10.5617/nordina.9776","DOIUrl":"https://doi.org/10.5617/nordina.9776","url":null,"abstract":"Barad’s agential realism has recently been evoked as a theoretical viewpoint for science education and science education research in approaches that emphasize the role of materiality and matter as a key aspect of learning science. Barad’s agential realism is underpinned by their specific ways of reading quantum physics, its interpretations and, in general, contemplations of the quantum nature of existence. Agential realism is an ontological as well as an epistemological (onto-epistemological) metaphysical position that strives to dissolve the boundaries between subjects and objects, and leaves little room for traditional subject-centered epistemological views (like constructivism) of learning. A closer look is warranted at how the quantum physics underpinnings of agential realism, which are clearly very important for it, appear in its current applications in new materialism within science education research. This critical commentary claims that, in such a context, the conceptualization of learning and educational phenomena derives little if any advantage or practical utility from the quantum physics-inspired metaphysics of agential realism; only metaphorical talk remains. Consequently, we need to be aware of the limited power and plausibility of the quantum-inspired contemplations contained in agential realism if it is adopted as a theoretical viewpoint for science education and science education research.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"15 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140666357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Fifth grade science students’ modelling performance when using a particle model of matter to explain different phenomena connected to phase transitions 五年级科学学生使用物质粒子模型解释与相变有关的不同现象时的建模表现

Nordic Studies in Science Education Pub Date : 2024-04-23 DOI: 10.5617/nordina.9817

Lisa Kristina Lunde

引用次数: 0

Sammenhengen mellom utforskende undervisning i naturfag og elevers prestasjoner og interesse for og trivsel med naturvitenskap. Norske resultater fra PISA 2015. 探究式科学教学与学生的成绩以及对科学的兴趣和喜爱之间的关系。挪威2015年国际学生评估项目（PISA）结果。

Nordic Studies in Science Education Pub Date : 2024-04-23 DOI: 10.5617/nordina.9335

Fredrik Jensen, Marit Kjærnsli, Erik Knain, Maria Løvgren, Andrea Pettersen

{"title":"Sammenhengen mellom utforskende undervisning i naturfag og elevers prestasjoner og interesse for og trivsel med naturvitenskap. Norske resultater fra PISA 2015.","authors":"Fredrik Jensen, Marit Kjærnsli, Erik Knain, Maria Løvgren, Andrea Pettersen","doi":"10.5617/nordina.9335","DOIUrl":"https://doi.org/10.5617/nordina.9335","url":null,"abstract":"This article presents the results of an analysis of the Norwegian data from PISA 2015. The aim was to investigate the relationship between different types of inquiry-based teaching activities and student achievement and interest and enjoyment. For student interest and enjoyment, the results show a positive relationship with higher exposure to most of the different inquiry-based activities. When it comes to student achievement, our results draw a more complex picture. For instance, the highest mean performance is found for students who reported that they can explain their own thoughts and ideas in most lessons, compared to students who reported that they could do this in either all lessons or less frequently. For other activities, such as planning, carrying out and discussing experiments and investigations, these activities are related to highest performance when they are used less frequently. These results add nuance to our understanding of the relationship between how students perceive inquiry-based teaching activities, student achievement and interest and enjoyment in science in PISA data.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"58 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140666154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Students’ explanations of a complex natural phenomenon using mathematical modeling as a design feature in a model-based inquiry unit 在基于模型的探究单元中，学生使用数学建模作为设计特征来解释复杂的自然现象

Nordic Studies in Science Education Pub Date : 2023-03-30 DOI: 10.5617/nordina.8965

Claus Auning, Mette Auning

{"title":"Students’ explanations of a complex natural phenomenon using mathematical modeling as a design feature in a model-based inquiry unit","authors":"Claus Auning, Mette Auning","doi":"10.5617/nordina.8965","DOIUrl":"https://doi.org/10.5617/nordina.8965","url":null,"abstract":"This research investigates the ways in which mathematical modelling as a design feature support or constrain students’ understandings and explanations of a complex natural phenomenon and how students experience the relevance of mathematical modelling in a model-based inquiry (MBI) unit. To support lower secondary students in using mathematical modelling, we developed an MBI unit based on a complex natural phenomenon, a cloudburst event, in which mathematical modelling was essential to understanding and explaining the phenomenon. The research took place in two Danish schools and the unit comprised 12 lessons over a period of one week. The sample group consisted of 40 students in the 14–16 years age group. For the analysis of the students’ mathematical modelling, the research used an adaptation of the modelling cycle proposed by Blum and Leiß (2005) to interpret the students’ artefacts. A subset of participants (n = 7) was also interviewed about their models to gain insights into how students experience the relevance of mathematical modelling in the MBI unit. Results show that the majority of the students – 37 out of 40 – were able to understand the mathematical problem from the anchoring phenomenon and model the phenomenon from a mathematical perspective, but we also see that a small number of students have problems in completing all the facets of the mathematical modelling cycle and are not able to validate the solution of the mathematical problem in relation to the anchoring phenomenon. Students expressed that their own modelling process along with the mathematical modelling helped them better understand the various elements of the anchoring phenomenon.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70774026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Læreres erfaringer med kompetanseutvikling i et online profesjonelt læringsfellesskap 在在线专业学习社区中学习Competence Development的经验

Nordic Studies in Science Education Pub Date : 2023-03-30 DOI: 10.5617/nordina.8985

Majken Korsager, Berit Reitan, Camilla Haslekås

引用次数: 0