Nordic Studies in Science Education最新文献_第5页

Incorporating creativity in science and mathematics teaching: 在科学和数学教学中融入创造性:

Nordic Studies in Science Education Pub Date : 2022-01-20 DOI: 10.5617/nordina.8620

Astrid Johansen, Erik Mogstad, Bojana Gajic, Berit Bungum

{"title":"Incorporating creativity in science and mathematics teaching:","authors":"Astrid Johansen, Erik Mogstad, Bojana Gajic, Berit Bungum","doi":"10.5617/nordina.8620","DOIUrl":"https://doi.org/10.5617/nordina.8620","url":null,"abstract":"Although creativity constitutes part of 21st century skills, realizing a curriculum that emphasizes creativity in science and mathematics appears to be a challenge. In this study, we investigate how lower secondary science and mathematics teachers understand the concept of creativity, how it can be promoted, and what hinders creativity in schools. Eight teachers were involved in the study, and their views were investigated through group interviews. It was revealed that teachers adopt three perspectives pertaining to how creativity can be fostered in the classroom: the nature of tasks and how they are presented and organized, the need for background knowledge, and the requirement of a supportive classroom environment. A major concern for teachers was how creativity could form part of the assessment process, since assessment systems influence what occurs in the classroom. Further, school cultures that emphasize objectivity and documentability tend to result in teachers prioritizing convergent thinking and the reproduction of knowledge, preventing the inclusion of creativity in teaching. The core values and principles for learning stated in the new curriculum introduced in Norway in 2020 include that students should experience the joy of creating, engagement, and the urge to explore. The results indicate that assessment dilemmas are the main obstacles in the realization of these intentions.","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":"47566262","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

Editorial 1/2022 社论1/2022

Nordic Studies in Science Education Pub Date : 2022-01-20 DOI: 10.5617/nordina.9448

Are Turmo, Clas Olander

引用次数: 0

Students’ use of Justifications in Socioscientific Argumentation 学生在社会科学论证中辩护的运用

Nordic Studies in Science Education Pub Date : 2021-09-14 DOI: 10.5617/nordina.8203

Anders Jönsson, Louise Rietz, M. Lundström

引用次数: 1

Hvordan kommuniserer lærere med elevene i seks teknologiprosjekter? 在六个技术项目中，教师如何与学生交流？

Nordic Studies in Science Education Pub Date : 2021-09-14 DOI: 10.5617/nordina.7466

Dag Atle Lysne, Bjørn-Tore Esjeholm

引用次数: 0

Editorial Nordina 3/2021 北区社论3/2021

Nordic Studies in Science Education Pub Date : 2021-09-14 DOI: 10.5617/nordina.9031

Clas Olander, Carl-Johan Rundgren, Are Turmo

引用次数: 0

Pre-service science teachers’ and in-service physics teachers’ views on the knowledge and skills of a good teacher 职前科学教师和在职物理教师对优秀教师知识和技能的看法

Nordic Studies in Science Education Pub Date : 2021-09-14 DOI: 10.5617/nordina.7644

Thomas Frågåt, E. K. Henriksen, C. W. Tellefsen

{"title":"Pre-service science teachers’ and in-service physics teachers’ views on the knowledge and skills of a good teacher","authors":"Thomas Frågåt, E. K. Henriksen, C. W. Tellefsen","doi":"10.5617/nordina.7644","DOIUrl":"https://doi.org/10.5617/nordina.7644","url":null,"abstract":"Science teacher knowledge and skills have been thoroughly discussed by researchers; however, less is known about how teachers themselves conceptualise their professional qualities. We asked first and final-year pre-service science teachers and in-service physics teachers to describe the knowledge and skills needed to be a good science/physics teacher. Data was collected through a one-item questionnaire, followed by interviews. Using thematic coding with inductively defined codes as well as codes derived from theoretical perspectives on teacher knowledge and skills (notably the Refined Consensus Model of PCK), we found that all respondent groups emphasised science content knowledge as important. In-service teachers also often described external factors such as working conditions. First-year pre-service teachers put more emphasis on pedagogical skills and personality traits, whereas final-year pre-service teachers expressed a more integrated view of science teacher knowledge and skills. Further, we discuss the need for teacher education to focus on integrating science content knowledge and pedagogical knowledge through articulating aspects of PCK, and on giving pre- and in-service teachers arenas for professional development and for research-based discussions of teaching and learning.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43975584","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: 6

Teaching and learning through scientific practices in the laboratory in biology education 在生物教学中，通过实验室的科学实践进行教与学

Nordic Studies in Science Education Pub Date : 2021-09-14 DOI: 10.5617/nordina.8766

Mari Sjøberg

{"title":"Teaching and learning through scientific practices in the laboratory in biology education","authors":"Mari Sjøberg","doi":"10.5617/nordina.8766","DOIUrl":"https://doi.org/10.5617/nordina.8766","url":null,"abstract":"The overall aim of this thesis is to explore challenges and opportunities with teaching and learning through scientific practices in the laboratory in biology education. This thesis is based on three articles that are introduced and discussed in an extended abstract. My focus is on practice in the laboratory, and in the thesis, I have investigated practice in two different ways. First, I have investigated upper secondary biology teachers’ practices as reported in a survey and group interview (Article I). Secondly, I have analyzed undergraduate biology students’ practices through microscale analysis of their reasoning when constructing representations in the laboratory (Article II and III). The findings from Article I show that the biology teachers’ primarily report that they implement teacher-directed laboratory work with the aim of illustrating content knowledge. The findings from Article II and III shows how different representations, such as drawings and gestures, support students’ model-based reasoning. Based on these findings, I argue for the fruitfulness of a focus on modelling through representation construction as a scientific practice in the laboratory. \u0000 ","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43280756","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

Kindergarten Teacher Students’ Knowledge Regarding Crucial Environmental Challenges 幼儿园师生对关键环境挑战的认知

Nordic Studies in Science Education Pub Date : 2021-09-14 DOI: 10.5617/nordina.8087

C. Melis, Per-Arvid Wold

{"title":"Kindergarten Teacher Students’ Knowledge Regarding Crucial Environmental Challenges","authors":"C. Melis, Per-Arvid Wold","doi":"10.5617/nordina.8087","DOIUrl":"https://doi.org/10.5617/nordina.8087","url":null,"abstract":"Global warming and a decline in pollinating insects are among the most crucial challenges today and a sufficient degree of scientific literacy is required for citizens in order to understand these issues and take action for sustainable development in general. Several studies have investigated knowledge associated with the greenhouse effect and the effect of the ozone layer. These have deduced that despite improvement in teaching tools, a high proportion of pupils and students still confuse these two phenomena. Previous research has also shown that plant biology is a neglected subject and students struggle to differentiate between pollination and seed dispersal. This study investigates the understanding regarding the mechanisms underlying global climate change and pollination by conducting a survey with four classes of Norwegian kindergarten teacher students, at the beginning of the academic year (n = 103), and by asking follow-up questions after completed teaching (n = 111). It was observed that approximately 40 percent of the students confused the greenhouse effect with the effect of the hole in the ozone layer. One fifth of the students mentioned photosynthesis while describing the importance of the Sun for life on Earth. About one third of them connected pollen to plant reproduction and two thirds believed that pollen is seeds. A survey at the end of the academic year showed that a substantial proportion of the students displayed teaching resilience. These results can be interpreted in the light of constructivist learning theory and might partly be explained by the role mass media play in influencing scientific literacy. For future citizens to make informed decisions, ecological issues should be prioritised in education.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41428560","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

Naturvitenskapelige praksiser og tenkemåter – på vei mot et tolkningsfellesskap 自然从业者和想法-走向口译公司

Nordic Studies in Science Education Pub Date : 2021-09-14 DOI: 10.5617/nordina.8360

Berit S. Haug, Øystein Sørborg, Sonja M. Mork, Merethe Frøyland

引用次数: 5

How relationships between views, understandings, and implementations of inquiry-based teaching in biology contribute to science teacher identity 生物学探究性教学的观点、理解和实施之间的关系如何影响科学教师的身份认同

Nordic Studies in Science Education Pub Date : 2021-09-14 DOI: 10.5617/nordina.7854

Anne Pellikka, Sonja Lutovac, Raimo Kaasila

引用次数: 0