Nordic Studies in Science Education最新文献_第3页

Teaching Graduate Attributes along with subject content: Perspectives from Science Teacher Educators 教授研究生属性与学科内容：来自科学教师教育者的视角

Nordic Studies in Science Education Pub Date : 2022-11-30 DOI: 10.5617/nordina.8982

Festo Kayima

引用次数: 0

Multidimensional Analysis of Knowledge-Linking within the Concept of Energy in Student Essays 能量概念下学生作文知识链接的多维分析

Nordic Studies in Science Education Pub Date : 2022-11-30 DOI: 10.5617/nordina.9284

Dennis Dietz, Claus Bolte

{"title":"Multidimensional Analysis of Knowledge-Linking within the Concept of Energy in Student Essays","authors":"Dennis Dietz, Claus Bolte","doi":"10.5617/nordina.9284","DOIUrl":"https://doi.org/10.5617/nordina.9284","url":null,"abstract":"In Germany there is a very conservative tradition to teach science in separated subjects during the secondary level of education. Considering the importance of knowledge-linking in all relevant learning theories of the 20th century, cross-curricular core concepts, like the concept of energy, found their way into German educational standards for biology, chemistry, and physics in 2005 (KMK, 2005a-c). The aim was to foster both more vertical (i.e. intra-subject) and more horizontal (i.e. inter-subject) linkage in subject-differentiated science education. Existing structural models or approaches to analysing and describing knowledge-linking focus exclusively either on the aspect of vertical or horizontal linkage. Based on existing models and approaches, we developed a theory-based model (MAVerBE) that allows a general analysis of the linking performance in essays. In this study, we investigate to what extent we can identify vertical and horizontal linkage structures in student essays on the cross-curricular core concept of energy in grade 9. Our results presented here give an empirical insight into students’ knowledge-linking in the sense of a normative survey. This survey should permit future comparative studies both on a national and international level to prove the popular assumption of the superiority of integrated-science teaching concerning knowledge-linking.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48138861","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

Art-based methods in science education research 科学教育研究中的艺术方法

Nordic Studies in Science Education Pub Date : 2022-11-30 DOI: 10.5617/nordina.9242

Ene Ernst Hoppe, Henriette Tolstrup Holmegaard

引用次数: 1

Hva stimulerer utforskende undervisning i naturfag? Et studium av rollen for læreboken i noen norske ungdomsskoler. 是什么刺激了对自然的研究？挪威一些青年学校的教学用书工作室。

Nordic Studies in Science Education Pub Date : 2022-11-30 DOI: 10.5617/nordina.9350

Marianne Isaksen, S. Thorvaldsen

{"title":"Hva stimulerer utforskende undervisning i naturfag? Et studium av rollen for læreboken i noen norske ungdomsskoler.","authors":"Marianne Isaksen, S. Thorvaldsen","doi":"10.5617/nordina.9350","DOIUrl":"https://doi.org/10.5617/nordina.9350","url":null,"abstract":"Inquiry-based science education is highly emphasized in recent curricula. Our paper aims to find out more about the connections between science teachers' orientation toward the textbook and the enabling of inquiry-based teaching. It will be important to map this connection better in improving how to facilitate inquiry-based education. The textbook has a strong position in the Norwegian school system, and teaching based on the textbook is often seen as oppositional to inquiry-based teaching. On a national level, more research about the use of textbooks and its implications for science teaching is needed. A survey has been conducted among science teachers at 68 lower secondary schools in three (recently merged into two) counties in Norway. The survey data is used to measure the textbook’s importance for science teachers, and the extent to which the textbook contributes to inquiry in science teaching. Results show that the textbook has a central role for science teachers. The textbook is partly perceived as supportive for facilitating inquiry activities, especially for textbook-oriented teachers. At the same time, the study shows that those teachers who frequently facilitate inquiry are not closely tied to the textbook.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45339042","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

Multimodality in the teaching of biology: 生物学教学的多模式性：

Nordic Studies in Science Education Pub Date : 2022-09-07 DOI: 10.5617/nordina.8740

Ingela Bursjöö

{"title":"Multimodality in the teaching of biology:","authors":"Ingela Bursjöö","doi":"10.5617/nordina.8740","DOIUrl":"https://doi.org/10.5617/nordina.8740","url":null,"abstract":"In the teaching of scientific subjects, several semiotic resources such as images, texts, physical models, audio recordings and film have been used for a long time. In recent years, digital learning resources have also been added, such as simulations and virtual and augmented realities. In this paper, an investigation of how pupils understand the science of hearing and the anatomy of the ear with the support of various semiotic resources is performed by a teacher/researcher. How do pupils reflect on their understanding of hearing when they use different semiotic resources in teaching? In this investigation five different semiotic resources are compared. The analysis of questionnaires, interviews and lesson observations shows how the pupils move between the different modalities. The findings indicate that pupils can benefit from using carefully chosen different semiotic resources. It could also matter in which order the semiotic resources are used. The study shows that embodied cognition plays a prominent role, such as touching a physical model of an ear. Furthermore, understanding the anatomy of the ear is described as better using a physical model, while understanding the process of hearing is described as better using a simulation. These findings can be useful for teachers, student teachers, teacher educators and teaching aid developers.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43863569","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

Känslor och estetik i förskolans naturvetenskap 学前科学中的情感与美学

Nordic Studies in Science Education Pub Date : 2022-09-07 DOI: 10.5617/nordina.8744

E. Nyberg, Miranda Rocksén, Nada Baker, Cecilia Silverhagen Camacho

{"title":"Känslor och estetik i förskolans naturvetenskap","authors":"E. Nyberg, Miranda Rocksén, Nada Baker, Cecilia Silverhagen Camacho","doi":"10.5617/nordina.8744","DOIUrl":"https://doi.org/10.5617/nordina.8744","url":null,"abstract":"The significance of aesthetic experiences, including things perceived as beautiful or pleasant, but also ugly or unpleasant, has been studied in relation to children’s interest and learning in science. The purpose of the present study is to contribute to the development of knowledge about how aesthetics and exploratory approaches are used in preschool teaching in science. Based on this, we wanted to examine the possibility that a focus on aesthetic experiences and experiences based on living organisms or natural objects could be considered and used as a subject didactic model in activities with scientific content. The article is based on an analysis of interactive logbooks from a collaborative project between preschool and university. Our results show that aesthetic experiences and expressions appear as constantly present and in constant change and development in the preschool’s activities, and that this is driven by the children’s and educators’ curiosity and creativity in close interaction. Our conclusion is that a subject didactic model with a focus on aesthetic experiences might contribute to this didactic approach being formulated, concretized and developed in preschool teaching.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44388976","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

Expectations and Challenges of First-Year Biotechnology Students 生物技术一年级学生的期望与挑战

Nordic Studies in Science Education Pub Date : 2022-09-07 DOI: 10.5617/nordina.8679

Lars Ulriksen, A. Gregersen

引用次数: 0

Elevers upplevelser av ett SNI-fall och dess betydelse för elevers roll som demokratiska samhällsmedborgare 学生对SNI案件的经历及其对学生作为民主公民角色的重要性

Nordic Studies in Science Education Pub Date : 2022-09-07 DOI: 10.5617/nordina.8762

Louise Rietz, A. Jönsson, Mats Lundström

引用次数: 0

Rainforest conversations 雨林对话

Nordic Studies in Science Education Pub Date : 2022-09-07 DOI: 10.5617/nordina.8716

A. Hipkiss, Eva Nyberg

引用次数: 0

The Scope and Status of Sustainability Education in Out-of-School Settings across Denmark 丹麦校外可持续发展教育的范围和现状

Nordic Studies in Science Education Pub Date : 2022-09-07 DOI: 10.5617/nordina.8945

Henry James Evans

引用次数: 0