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Nordic Studies in Science Education最新文献

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Editorial 2/2022 社论2/2022
Nordic Studies in Science Education Pub Date : 2022-09-07 DOI: 10.5617/nordina.9822
Are Turmo, Clas Olander, Eva Nyberg, Karin Stolpe
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引用次数: 0
Kreativ bearbeiding av en modell gjennom transformasjon og narrativ skriving på mellomtrinnet 转型中的模特创作与中期叙事写作
Nordic Studies in Science Education Pub Date : 2022-09-07 DOI: 10.5617/nordina.8948
Pauline Book
{"title":"Kreativ bearbeiding av en modell gjennom transformasjon og narrativ skriving på mellomtrinnet","authors":"Pauline Book","doi":"10.5617/nordina.8948","DOIUrl":"https://doi.org/10.5617/nordina.8948","url":null,"abstract":"The article explores how 11-12 year-old pupils in linguistically diverse science classrooms utilize creative visual imaginations and mental models in meaning-making processes about life-cycles in a Bottlegarden. The students wrote narratives while imagining being inside a model (the Bottle-garden). Such transformations allow students to relate personal experiences to abstract scientific processes. Four student-texts are analyzed qualitatively. The tool for analysis is inspired by frameworks of creativity and meaning-making. The narratives revealed variation in the students´ experience with language and text, interests and attitudes. The findings indicate that writing-tasks giving students the opportunity to express themselves in imagined worlds in a scientific context, activates the students´ bodily experiences and emotions. This encourages meaning-making in different layers. The approach also represents a potential for formative assessment.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41431427","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
Reflecting on Boundary Crossings between Knowledge and Values: 反思知识与价值之间的边界交叉：
Nordic Studies in Science Education Pub Date : 2022-09-07 DOI: 10.5617/nordina.8749
D. Sanders
{"title":"Reflecting on Boundary Crossings between Knowledge and Values:","authors":"D. Sanders","doi":"10.5617/nordina.8749","DOIUrl":"https://doi.org/10.5617/nordina.8749","url":null,"abstract":"Through a series of practice-based narratives, drawn from specific experiences in a higher-education context in Sweden, the affordances of multimodal objects are reflected upon. In this work, multimodal objects are considered as boundary objects that can facilitate learning conversations, both cognitive and affective. Current work in science education research has highlighted the role that boundary-crossings between knowledge and values offer teaching and learning. The author believes such boundary-crossings to be essential in the current context of prolific species extinction, on a planet in which human-made materials now outweigh the living biomass; a planet in which life, death, self and other are ‘braided vulnerabilities’ across a complex socio-biological landscape. Thus, in these iterative, practice-based reflections on specific teaching moments, this paper offers small steps towards reimagining biology didactics in the ‘post-normal’ conditions of the 21st century. In so doing, possibilities for multimodal objects in contemporary biology didactics are reflected upon and suggested.","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":"49146780","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: 3
Providing Professional Development for Physics Teachers through Participation in a Design-Based Research Project 通过参与基于设计的研究项目为物理教师提供专业发展
Nordic Studies in Science Education Pub Date : 2022-01-20 DOI: 10.5617/nordina.8712
Thomas Frågåt, Maria Vetleseter Bøe, Carl Angell
{"title":"Providing Professional Development for Physics Teachers through Participation in a Design-Based Research Project","authors":"Thomas Frågåt, Maria Vetleseter Bøe, Carl Angell","doi":"10.5617/nordina.8712","DOIUrl":"https://doi.org/10.5617/nordina.8712","url":null,"abstract":"In this study, we examine professional development among twelve upper secondary physics teachers who participated in a design-based research (DBR) project. The teachers were involved in developing and testing learning materials in modern physics, and attended workshops and seminars with peers, disciplinary experts, and physics education researchers. Through a qualitative analysis of four focus group interviews, we found that the teachers had experienced professional development (PD) in content knowledge and pedagogical content knowledge (PCK), gained confidence, and discovered a need for more PD regarding assessment of qualitative competence. The teachers talked about content knowledge as the most important knowledge and skills to be a good physics teacher, but also valued knowledge about student thinking and misconceptions. Content knowledge was mentioned as a prerequisite for PCK. Our results show how involving physics teachers in a DBR-project stimulated professional development in several areas and uncovered needs for continuing PD.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44900664","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: 2
Skole-virksomhedssamarbejde i naturfagene: erfaringer fra et projektbaseret innovativt undervisningsforløb 自然科学领域的校企合作：基于项目的创新教学经验
Nordic Studies in Science Education Pub Date : 2022-01-20 DOI: 10.5617/nordina.8337
Henrik Levinsen, Thomas Stuart Lindsay
{"title":"Skole-virksomhedssamarbejde i naturfagene: erfaringer fra et projektbaseret innovativt undervisningsforløb","authors":"Henrik Levinsen, Thomas Stuart Lindsay","doi":"10.5617/nordina.8337","DOIUrl":"https://doi.org/10.5617/nordina.8337","url":null,"abstract":"This paper describes how a school-industry partnership can define and frame problem-based science teaching developed for lower secondary school. Among the identified positive outcomes was that students engaged in working with the authentic problems. Further, the student’s possibilities for building relations with the employees during the course was of central importance e.g. when they received feedback. Challenges reflected that the teachers and students were uncomfortable with the innovative problem-based teaching method and had a curricular-dominated view on science education. This was expressed in their concerns about what they see as indistinct connections between work phases and a lack of scientific content. It is proposed to use pedagogical link-making as a tool to create spatiotemporal coherence for the students and make connection between scientific concepts based on examples from the study. Link-making may be particularly relevant when the complexity of teaching increases as in school-industry partnerships.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48893516","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
Design for learning programming 学习程序设计
Nordic Studies in Science Education Pub Date : 2022-01-20 DOI: 10.5617/nordina.8251
Maria Sparf, Håkan Löfgren, Susanne Kreitz- Sandberg
{"title":"Design for learning programming","authors":"Maria Sparf, Håkan Löfgren, Susanne Kreitz- Sandberg","doi":"10.5617/nordina.8251","DOIUrl":"https://doi.org/10.5617/nordina.8251","url":null,"abstract":"Programming recently became mandatory in Swedish compulsory schools (age group 7-16); this article contributes to our understanding of novice learners’ different approaches when programming. The study builds on observations and informal conversations during programming lessons at three Swedish science centres. At the time of the study, science centres already had experience of programming education as they offered courses for pupils. This was used as a complement to teaching at compulsory school. We apply a design-for-learning perspective to help us understand how contextual aspects influence what novice pupils do and how they design their learning during programming lessons. During the analysis process, we combine thematic analysis with the Learning Design Sequence (LDS) model. We identify five qualitatively different approaches that pupils take to solve programming problems: mathematically, trial and error, step-by-step, routine as well as aesthetic. Each of these approaches allows pupils to use and practice different abilities that are important for programming. We discuss how these abilities can be compared to computational thinking (CT). The study provides an insight how pupils are involved in designing their own learning when using their abilities to solve programming assignments.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42658233","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
Science teaching in upper primary school through the eyes of the practitioners 从实践者的视角看高等小学的科学教学
Nordic Studies in Science Education Pub Date : 2022-01-20 DOI: 10.5617/nordina.8320
Lina Varg, Helena Näs, C. Ottander
{"title":"Science teaching in upper primary school through the eyes of the practitioners","authors":"Lina Varg, Helena Näs, C. Ottander","doi":"10.5617/nordina.8320","DOIUrl":"https://doi.org/10.5617/nordina.8320","url":null,"abstract":"Teachers’ own voices have been partially missing in science education research on upper primary school (age 10-12). In order to examine views and experiences of teaching science, we interviewed 14 upper primary teachers. They described science teaching as fun, mainly due to the inherent practical work. The same practical work was also identified by the teachers as the main cause of stress and was therefore conducted less frequently than desired. The data enabled construction of seven teacher roles, closely connected to both their described teaching practices and views on science education. Teachers’ accounts of their science teaching speak of a varied practice with emphasis on practical work and facts, and less articulated descriptions of work to develop students’ abilities to examine and communicate science. The results provide insights into the interactions between teacher views and teaching practices which could prove valuable for improving upper primary science education.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43563996","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: 3
Student teachers’ challenges addressed by science didactics when reflecting upon teaching at a science centre 反思科学中心的教学时，学生教师面临的科学教学挑战
Nordic Studies in Science Education Pub Date : 2022-01-20 DOI: 10.5617/nordina.8784
Alexina Thorén Williams, Maria Svensson
{"title":"Student teachers’ challenges addressed by science didactics when reflecting upon teaching at a science centre","authors":"Alexina Thorén Williams, Maria Svensson","doi":"10.5617/nordina.8784","DOIUrl":"https://doi.org/10.5617/nordina.8784","url":null,"abstract":"This study aimed to examine student teachers’ challenges addressed by science didactics in a fieldwork assignment at a science centre. From a teacher educator perspective, it is central to understand how student teachers’ theoretical understanding of science didactics comes into play in practice. The empirical material consists of video-stimulated reflections on teaching science at the science centre. By using a didactic model, the influence of artefacts as representations emerges as the most prominent challenge with science didactics at the science centre. This, together with the identified challenges: knowledge about school students’ science understanding, making science content accessible, and the complexity of asking questions, indicates that the didactic model becomes a valuable analytical tool. To create didactical situations in teaching practice, the didactic model provides a powerful ‘thinking tool’ for student teachers – as well as teacher educators in their practice.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44275058","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
Fritidshemmet - en förbisedd potential i arbetet med lärande för hållbar utveckling? Fritidshemet-可持续发展学习工作中被忽视的潜力？
Nordic Studies in Science Education Pub Date : 2022-01-20 DOI: 10.5617/nordina.8481
Annika Manni, Eva Knekta
{"title":"Fritidshemmet - en förbisedd potential i arbetet med lärande för hållbar utveckling?","authors":"Annika Manni, Eva Knekta","doi":"10.5617/nordina.8481","DOIUrl":"https://doi.org/10.5617/nordina.8481","url":null,"abstract":"School-Age Educare is an integrated part of the Swedish compulsory school organization, focusing social relations, children's interests and play. Although included in the national school curriculum, there is a lack of knowledge of if and how School-Age Educare currently work with the mandatory task of education for sustainable development (ESD). This article thus seeks to examine the educational potentials, but also possible need for support, of School-Age Educare in relation to ESD. Through analyzing 453 teachers responses to a questionnaire with open and closed questions, we reveal that most teachers find ESD important, but also want to learn more about it. There is potential in the educational task, and pedagogical approach, supporting ESD as a transactional and pragmatic approach. The constrains contributing to ESD lies in the somewhat absent awareness among the teachers themselves, but also in the limited resources and time available of carrying out sustainability education at the centers.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46773212","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
The purpose of science education 科学教育的目的
Nordic Studies in Science Education Pub Date : 2022-01-20 DOI: 10.5617/nordina.8224
E. Knekta, Pia Almarlind, C. Ottander
{"title":"The purpose of science education","authors":"E. Knekta, Pia Almarlind, C. Ottander","doi":"10.5617/nordina.8224","DOIUrl":"https://doi.org/10.5617/nordina.8224","url":null,"abstract":"This study used a quantitative deductive approach based on Biesta’s functions of education and Roberts’ curriculum emphases to analyse the purposes that are stressed in the Swedish science syllabuses in lower and upper secondary school. The study shows that the syllabuses advocate multiple purposes both with respect to functions of education and curriculum emphases. Most sentences stressed the function of qualification, indicating that the overall purpose of science education is to provide students with knowledge and skills, while transmitting certain norms or creating independent critical thinking skills is less prioritised. The extent to which the different curriculum emphases were stressed differed both between different science syllabuses and between different parts of the syllabuses. Possible consequences of these differences are discussed in relation to teachers’ design of teaching and students’ possibilities to develop knowledge and skills necessary for active participation in science-related issues as citizens.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46153837","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
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