{"title":"Editorial Nordina 4/19","authors":"B. M. Sageidet, Are Turmo, Carl-Johan Rundgren","doi":"10.5617/nordina.7421","DOIUrl":"https://doi.org/10.5617/nordina.7421","url":null,"abstract":"","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"15 1","pages":"338-341"},"PeriodicalIF":0.0,"publicationDate":"2019-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46884484","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}
This study was carried out to determine adolescents’ perception of scientific inquiry (SI) in nature and the effect of a science camp on those perceptions. Eleven science campers (14 to 16 years old) participated in this research during a science camp. Pre- and post-test included open questions and drawing tasks. The campers’ drawings were analyzed to assess their out-of-school perceptions related to SI. The aim was to clarify what phases and factors the campers associated with SI in nature, and how their perceptions differ after participating at a science camp. The findings suggest that the phases of SI were well known before the camp, but minor developments in campers’ perceptions of the phases of SI did occur. In the drawing analysis, symbols from a range of areas were identified. The symbols most frequently referred to the natural environment. The drawings in the post-test were generally more detailed than those in the pre-test. In particular, symbols of technology and laboratory equipment appeared more frequently after the science camp.
{"title":"Adolescents' perception of scientific Inquiry in nature: a drawing analysis","authors":"Piia Nuora, Jouni Välisaari, Tiina Kiviniemi","doi":"10.5617/nordina.6439","DOIUrl":"https://doi.org/10.5617/nordina.6439","url":null,"abstract":"This study was carried out to determine adolescents’ perception of scientific inquiry (SI) in nature and the effect of a science camp on those perceptions. Eleven science campers (14 to 16 years old) participated in this research during a science camp. Pre- and post-test included open questions and drawing tasks. The campers’ drawings were analyzed to assess their out-of-school perceptions related to SI. The aim was to clarify what phases and factors the campers associated with SI in nature, and how their perceptions differ after participating at a science camp. The findings suggest that the phases of SI were well known before the camp, but minor developments in campers’ perceptions of the phases of SI did occur. In the drawing analysis, symbols from a range of areas were identified. The symbols most frequently referred to the natural environment. The drawings in the post-test were generally more detailed than those in the pre-test. In particular, symbols of technology and laboratory equipment appeared more frequently after the science camp.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44203000","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}
In 2010 the Swedish national curriculum was revised and learning goals concerning chemistry and physics were introduced. That has induced a need for further understanding of teaching and learning of specific content in preschool. Focus in this article is how physics content is constructed as an object of learning during preschool teachers’ planning of teaching. The result of a phenomenographic analysis focusing themes of the conversation concerning the intended object of learning reveals a complex process. Occurrences in the activities with the children, available tools at the preschool, the preschool teachers’ perceptions of the mission and understanding of the learning object, contribute to the construction of the learning object. All these aspects are discussed and implications for preschool practice are suggested.
{"title":"Förskollärares konstruktion av ett fysikaliskt lärandeobjekt","authors":"Lina Hellberg, Susanne Thulin, Andreas Redfors","doi":"10.5617/nordina.6220","DOIUrl":"https://doi.org/10.5617/nordina.6220","url":null,"abstract":"In 2010 the Swedish national curriculum was revised and learning goals concerning chemistry and physics were introduced. That has induced a need for further understanding of teaching and learning of specific content in preschool. Focus in this article is how physics content is constructed as an object of learning during preschool teachers’ planning of teaching. The result of a phenomenographic analysis focusing themes of the conversation concerning the intended object of learning reveals a complex process. Occurrences in the activities with the children, available tools at the preschool, the preschool teachers’ perceptions of the mission and understanding of the learning object, contribute to the construction of the learning object. All these aspects are discussed and implications for preschool practice are suggested.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46710593","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}
This article presents 10th grade students’ views on teaching methods in science. The students have answered a survey on what they think is positive in science teaching and what they think could be improved. They were also asked to explain why. The answers have been analyzed using a mixed methods design. The most distinct finding was that many students express boredom and lack of well-being in the science classroom. The students’ answers indicates that the traditional teaching methods dominate, and that teaching methods that are considered important in science teaching, such as excursions and inquiry teaching methods, are less used. The students believed that science teaching methods that provide more use of dialogue, cooperation and activity will increase learning and well-being. Knowledge about what the students’ report increases their engagement in science education, might contribute to develop teaching methods that will increase the students’ work effort in science.
{"title":"«Utflukter sitter lengre i hjernen». Elevers synspunkter på hvordan de lærer naturfag","authors":"Kari Sælemyr, J. Bjørndal","doi":"10.5617/nordina.6211","DOIUrl":"https://doi.org/10.5617/nordina.6211","url":null,"abstract":"This article presents 10th grade students’ views on teaching methods in science. The students have answered a survey on what they think is positive in science teaching and what they think could be improved. They were also asked to explain why. The answers have been analyzed using a mixed methods design. The most distinct finding was that many students express boredom and lack of well-being in the science classroom. The students’ answers indicates that the traditional teaching methods dominate, and that teaching methods that are considered important in science teaching, such as excursions and inquiry teaching methods, are less used. The students believed that science teaching methods that provide more use of dialogue, cooperation and activity will increase learning and well-being. Knowledge about what the students’ report increases their engagement in science education, might contribute to develop teaching methods that will increase the students’ work effort in science. \u0000 ","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42035250","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}
It is often emphasized that teacher training should be close to real practice. Starting with tasks based on socio-scientific issues (SSI) is one way of making science teaching more interesting and relevant. This approach allows the students a greater opportunity to be involved in determining the content. In this study, we wanted to visualize some different aspects that appeared when teacher students discussed a socio-scientific issue. Furthermore, the aim was to develop a method that could help the students to reflect on how they could arrange similar activities in their future classrooms within a parallel process. The data collection was carried out when the students discussed an authentic question concerning the right to kill animals. To analyse the content and meaning making that emerged in the students’ discussions, we used practical epistemological analysis (PEA). In the results we highlight three aspects, which could be important to consider when organizing instruction around SSI in a pluralistic spirit. First, the student discussions lead to broadening and clarification of various choices and circumstances needed to make a moral decision. Secondly, on several occasions, scientific facts were required to advance the discussion. Finally, the students formulated ethical principles in order to find out about and decide on the questions at hand. These three didactical aspects can be expected to be helpful for the teacher students in the context of their own teaching. Consequently, this parallel process is a feasible way of creating ‘a continuity’ between practice and theory in teacher education.
{"title":"Lärarutbildning genom parallellprocesser kring samhällsfrågor med naturvetenskapligt innehåll. ”- När är det rätt att döda ett djur?”","authors":"Iann Lundegård, Charlotta Billing","doi":"10.5617/nordina.6373","DOIUrl":"https://doi.org/10.5617/nordina.6373","url":null,"abstract":" It is often emphasized that teacher training should be close to real practice. Starting with tasks based on socio-scientific issues (SSI) is one way of making science teaching more interesting and relevant. This approach allows the students a greater opportunity to be involved in determining the content. In this study, we wanted to visualize some different aspects that appeared when teacher students discussed a socio-scientific issue. Furthermore, the aim was to develop a method that could help the students to reflect on how they could arrange similar activities in their future classrooms within a parallel process. The data collection was carried out when the students discussed an authentic question concerning the right to kill animals. To analyse the content and meaning making that emerged in the students’ discussions, we used practical epistemological analysis (PEA). In the results we highlight three aspects, which could be important to consider when organizing instruction around SSI in a pluralistic spirit. First, the student discussions lead to broadening and clarification of various choices and circumstances needed to make a moral decision. Secondly, on several occasions, scientific facts were required to advance the discussion. Finally, the students formulated ethical principles in order to find out about and decide on the questions at hand. These three didactical aspects can be expected to be helpful for the teacher students in the context of their own teaching. Consequently, this parallel process is a feasible way of creating ‘a continuity’ between practice and theory in teacher education.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45362349","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}
Abstract. Even though water is a frequently addressed theme in preschool education and illustrations of different kinds are typically used to explain pre-science concepts, there is a remarkable shortage of studies in this part of the educational research field. The present article deals with 4–6-year-olds making meanings about the water circle from a board and dice game. Video-recorded sessions with small groups of children have been used and analysed from socio-semiotic and cultural historical perspectives. The results show that even though the children referred to and made intended meaning of several of the illustrated water phenomena, it seemed difficult for them to come to grips with the water circle as such. In particular this seems to be a result of the fact that the concept of evaporation was a stumbling block that was too abstract to overcome.
{"title":"”Men det åker inte upp i himlen!” Förskolebarn resonerar om vattnets kretslopp illustrerat i ett tärningsspel","authors":"Anneli Bergnell, Lisbeth Åberg-Bengtsson","doi":"10.5617/nordina.6376","DOIUrl":"https://doi.org/10.5617/nordina.6376","url":null,"abstract":" Abstract. Even though water is a frequently addressed theme in preschool education and illustrations of different kinds are typically used to explain pre-science concepts, there is a remarkable shortage of studies in this part of the educational research field. The present article deals with 4–6-year-olds making meanings about the water circle from a board and dice game. Video-recorded sessions with small groups of children have been used and analysed from socio-semiotic and cultural historical perspectives. The results show that even though the children referred to and made intended meaning of several of the illustrated water phenomena, it seemed difficult for them to come to grips with the water circle as such. In particular this seems to be a result of the fact that the concept of evaporation was a stumbling block that was too abstract to overcome. ","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48059367","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}
Carl-Johan Rundgren, L. Tibell, Jesper Haglund, A. Tullberg
This article is written in memory of Professor Helge Strömdahl (1945-2018), the former director of the Swedish National Graduate School in Science and Technology Education (FontD). Helge took his Ph.D. at Gothenburg University in 1996 with the dissertation “On mole and amount of substance. A study of the dynamics of concept formation and concept attainment”. He was director of the Swedish National Graduate School in Science and Technology Education (FontD) from 2001 until his retirement in 2010, and became professor in science education at Linköping University. As director of the national graduate school, Helge encouraged and cultivated a methodologically and theoretically broad view on research in science education.
{"title":"Helge Strömdahl (1945-2018)","authors":"Carl-Johan Rundgren, L. Tibell, Jesper Haglund, A. Tullberg","doi":"10.5617/nordina.7066","DOIUrl":"https://doi.org/10.5617/nordina.7066","url":null,"abstract":"This article is written in memory of Professor Helge Strömdahl (1945-2018), the former director of the Swedish National Graduate School in Science and Technology Education (FontD). Helge took his Ph.D. at Gothenburg University in 1996 with the dissertation “On mole and amount of substance. A study of the dynamics of concept formation and concept attainment”. He was director of the Swedish National Graduate School in Science and Technology Education (FontD) from 2001 until his retirement in 2010, and became professor in science education at Linköping University. As director of the national graduate school, Helge encouraged and cultivated a methodologically and theoretically broad view on research in science education.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41986392","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}
The purpose of this study is to characterize how students experience taking part in authentic research, specifically through the Medicine Hunt, a project designed to increase motivation for science and understanding of research in the Swedish secondary school. The study also investigates potential differences in students’ experiences related to context, in terms of participating in the Medicine Hunt in different classrooms. Twenty-four students from three Swedish lower-secondary schools participating in the Medicine Hunt were interviewed. The main result is that students’ experiences were positive and related to science. Their focus is to a large extent on authentic science, and covers many of the aspects the Medicine Hunt is aiming to introduce in school, like the hands-on and inquiry-based ways of working and the opportunity to do what scientists do. Students’ answers are also to a high degree connected to the science content and to learning science. Few differences in students’ experiences related to the different classrooms were found.
{"title":"Authentic science in the classroom—students’ perceptions of their experiences","authors":"Jenny Sullivan Hellgren","doi":"10.5617/nordina.5571","DOIUrl":"https://doi.org/10.5617/nordina.5571","url":null,"abstract":"The purpose of this study is to characterize how students experience taking part in authentic research, specifically through the Medicine Hunt, a project designed to increase motivation for science and understanding of research in the Swedish secondary school. The study also investigates potential differences in students’ experiences related to context, in terms of participating in the Medicine Hunt in different classrooms. Twenty-four students from three Swedish lower-secondary schools participating in the Medicine Hunt were interviewed. The main result is that students’ experiences were positive and related to science. Their focus is to a large extent on authentic science, and covers many of the aspects the Medicine Hunt is aiming to introduce in school, like the hands-on and inquiry-based ways of working and the opportunity to do what scientists do. Students’ answers are also to a high degree connected to the science content and to learning science. Few differences in students’ experiences related to the different classrooms were found.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43746191","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}
Technology and Design was included as a multidisciplinary subject and specific field of science in the Knowledge Promotion reform in Norway. In this study middle school teachers are interviewed how they understand the school authorities’ intentions with technology and design, and how they plan and teach this subject. This article also investigate to what extent multidisciplinary collaboration exists between teachers responsible for technology and design. According to teachers, they believe the purpose behind technology and design is so students’ competencies can meet society’s needs related to engineering and science, and motivate students to choose a scientific education. The internet and educational instruction books in science inspire the teachers, but the curriculum’s competency goals hardly govern the provided education. Some teachers use relevant practical activities, but the quality of education varies considerably. Noteworthy, multidisciplinary instruction is hindered, due to a lack of planning time and priority. This experience raises questions when multidisciplinary instruction is expected to increase in the Norwegian curriculum reform from 2020.
{"title":"Læreres erfaringer med teknologi og design i ungdomsskolen i møte med ny læreplan i Norge","authors":"Sigve Ladstein","doi":"10.5617/nordina.6236","DOIUrl":"https://doi.org/10.5617/nordina.6236","url":null,"abstract":" \u0000Technology and Design was included as a multidisciplinary subject and specific field of science in the Knowledge Promotion reform in Norway. In this study middle school teachers are interviewed how they understand the school authorities’ intentions with technology and design, and how they plan and teach this subject. This article also investigate to what extent multidisciplinary collaboration exists between teachers responsible for technology and design. According to teachers, they believe the purpose behind technology and design is so students’ competencies can meet society’s needs related to engineering and science, and motivate students to choose a scientific education. The internet and educational instruction books in science inspire the teachers, but the curriculum’s competency goals hardly govern the provided education. Some teachers use relevant practical activities, but the quality of education varies considerably. Noteworthy, multidisciplinary instruction is hindered, due to a lack of planning time and priority. This experience raises questions when multidisciplinary instruction is expected to increase in the Norwegian curriculum reform from 2020. \u0000 ","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49361918","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}
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