The present case study examines a group of teacher students performing a Technology and Design project primarily intended for strengthening their competencies in electricity and electronics. The project was based on a traditional schema; a challenging task, design and problem-solving phases, decision making and finally assembling/building a real functioning product. The main purpose of the investigation was focusing on the type of competencies the students gained; transferable competence or rote learning, i.e. whether the project would facilitate deeper learning or not. The project was partly open-ended, where the students might conclude in different ways regarding their final circuit design. The motivating effect of having to alternate between calculations and circuit-testing, searching for faults, discussing with each other and finally succeeding, seemed to have a very positive effect on the overall learning outcome. At the end of the project the students had to solve a complete new circuit-construction challenge, with specifications differing from the ones in the original project, i.e. a new context. The demands for knowledge were similar to-, but higher than the first project, and they had to apply their newly acquired competency in a very different manner. All the student groups managed to solve the task in maximum 45 minutes. This tends to give evidence for deeper learning as an outcome of this particular project.
{"title":"Oppnåelse av dybdelæring i et teknologiog design-prosjekt","authors":"K. Moksnes","doi":"10.5617/NORDINA.7966","DOIUrl":"https://doi.org/10.5617/NORDINA.7966","url":null,"abstract":"The present case study examines a group of teacher students performing a Technology and Design project primarily intended for strengthening their competencies in electricity and electronics. The project was based on a traditional schema; a challenging task, design and problem-solving phases, decision making and finally assembling/building a real functioning product. The main purpose of the investigation was focusing on the type of competencies the students gained; transferable competence or rote learning, i.e. whether the project would facilitate deeper learning or not. The project was partly open-ended, where the students might conclude in different ways regarding their final circuit design. The motivating effect of having to alternate between calculations and circuit-testing, searching for faults, discussing with each other and finally succeeding, seemed to have a very positive effect on the overall learning outcome. At the end of the project the students had to solve a complete new circuit-construction challenge, with specifications differing from the ones in the original project, i.e. a new context. The demands for knowledge were similar to-, but higher than the first project, and they had to apply their newly acquired competency in a very different manner. All the student groups managed to solve the task in maximum 45 minutes. This tends to give evidence for deeper learning as an outcome of this particular project.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"17 1","pages":"135-151"},"PeriodicalIF":0.0,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45740292","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 aimed to investigate Norwegian eighth-grade students’ preconceptions of cells, the development of their understanding of cellular structure and function during cell biology instruction, and their understanding of the cell as a system. We conducted preand posttests including drawings, images and statements with 28 students. Our findings indicate that most students had a simplified view of cells prior to instruction but developed significant knowledge about cellular structures and different types of cells during instruction. However, several misconceptions arose, and some students seemed to alter their correct preconceptions. This suggests that teachers need to address misconceptions during instruction and support integration of students’ previous and new knowledge. Additionally, we suggest that focusing on numerous structures and cells from different organisms confuses students and complicates the process of achieving a systemic view of the cell.
{"title":"Students’ understanding of the cell and cellular structures","authors":"Mai Lill Suhr Lunde, T. Gregers","doi":"10.5617/NORDINA.7306","DOIUrl":"https://doi.org/10.5617/NORDINA.7306","url":null,"abstract":"This study aimed to investigate Norwegian eighth-grade students’ preconceptions of cells, the development of their understanding of cellular structure and function during cell biology instruction, and their understanding of the cell as a system. We conducted preand posttests including drawings, images and statements with 28 students. Our findings indicate that most students had a simplified view of cells prior to instruction but developed significant knowledge about cellular structures and different types of cells during instruction. However, several misconceptions arose, and some students seemed to alter their correct preconceptions. This suggests that teachers need to address misconceptions during instruction and support integration of students’ previous and new knowledge. Additionally, we suggest that focusing on numerous structures and cells from different organisms confuses students and complicates the process of achieving a systemic view of the cell.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"17 1","pages":"225-241"},"PeriodicalIF":0.0,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43479044","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 analyses pre-service science teachers’ (PSTs’) experiences of working with models and modelling and their ideas about their usefulness in science education. Although several studies have investigated preand in-service teachers’ views on models and modelling, research is lacking in the Norwegian context. This study addresses this gap by exposing PSTs to a one-day course on modelling in chemistry and exploring their ideas through focus-group interviews. We found that teaching using modelling-related activities promoted PSTs’ understanding of models and modelling, especially relating to the scope and limitations of models. Additionally, the PSTs increased their understanding of why such learning activities are important and how to incorporate them while teaching science. Norwegian PSTs responded positively to modelling-based teaching, which seemed to promote metacognition and critical thinking. Therefore, modelling-based teaching could be an effective tool for educating science teachers in how to promote such skills in their classrooms. Introduction The use of models and modelling in science education has attracted increased research attention over the last 20 years, including modelling competence in pre-service science teacher education (e.g. Krell et al., 2019; Gilbert & Justi, 2016). Modelling is linked to teaching skills seen as being essential for 21st-century citizens, which are metacognitive skills, criticaland creative-thinking skills and learning to learn (OECD, 2019; Pellegrino & Hilton, 2012). Therefore, modelling-based teaching, where pupils create their own models, could be a way to promote pupils’ competence and establish creative learning environments.
{"title":"Learning through modelling in science: Reflections by pre-service teachers","authors":"S. G. Aalbergsjø, P. Sollid","doi":"10.5617/NORDINA.7108","DOIUrl":"https://doi.org/10.5617/NORDINA.7108","url":null,"abstract":"This study analyses pre-service science teachers’ (PSTs’) experiences of working with models and modelling and their ideas about their usefulness in science education. Although several studies have investigated preand in-service teachers’ views on models and modelling, research is lacking in the Norwegian context. This study addresses this gap by exposing PSTs to a one-day course on modelling in chemistry and exploring their ideas through focus-group interviews. We found that teaching using modelling-related activities promoted PSTs’ understanding of models and modelling, especially relating to the scope and limitations of models. Additionally, the PSTs increased their understanding of why such learning activities are important and how to incorporate them while teaching science. Norwegian PSTs responded positively to modelling-based teaching, which seemed to promote metacognition and critical thinking. Therefore, modelling-based teaching could be an effective tool for educating science teachers in how to promote such skills in their classrooms. Introduction The use of models and modelling in science education has attracted increased research attention over the last 20 years, including modelling competence in pre-service science teacher education (e.g. Krell et al., 2019; Gilbert & Justi, 2016). Modelling is linked to teaching skills seen as being essential for 21st-century citizens, which are metacognitive skills, criticaland creative-thinking skills and learning to learn (OECD, 2019; Pellegrino & Hilton, 2012). Therefore, modelling-based teaching, where pupils create their own models, could be a way to promote pupils’ competence and establish creative learning environments.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"17 1","pages":"206-224"},"PeriodicalIF":0.0,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44152680","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}
Katarina Pajchel, Aase Marit Tolebråten Sørum Ramton
This article presents how an inquiry-based teaching unit designed for the regular classroom can support the motivation and learning of gifted students. Inquiry-based teaching was conducted with such students, and data were gathered via anonymous questionnaires in which the students were asked how they perceived the learning activities. The responses were clustered around five themes: instructive teaching, deep learning, interest, variation and mastering. Our results indicate that these five aspects support students’ learning directly and indirectly through motivation. The inquiry-based teaching unit is distinct in that it allows the learner to immerse him or herself in a topic of interest and in varied and advanced tasks, deepening subject knowledge and enhancing practical and creative ways of working. The relevance and applications of the subject knowledge were found to be additional motivating factors. The teaching unit provides examples of several adaptation strategies recommended for gifted students integrated into the regular classroom.
{"title":"Hvordan kan et utforskende undervisnings- opplegg i naturfag støtte læring og motivasjon hos elever med stort læringspotensial?","authors":"Katarina Pajchel, Aase Marit Tolebråten Sørum Ramton","doi":"10.5617/NORDINA.7130","DOIUrl":"https://doi.org/10.5617/NORDINA.7130","url":null,"abstract":"This article presents how an inquiry-based teaching unit designed for the regular classroom can support the motivation and learning of gifted students. Inquiry-based teaching was conducted with such students, and data were gathered via anonymous questionnaires in which the students were asked how they perceived the learning activities. The responses were clustered around five themes: instructive teaching, deep learning, interest, variation and mastering. Our results indicate that these five aspects support students’ learning directly and indirectly through motivation. The inquiry-based teaching unit is distinct in that it allows the learner to immerse him or herself in a topic of interest and in varied and advanced tasks, deepening subject knowledge and enhancing practical and creative ways of working. The relevance and applications of the subject knowledge were found to be additional motivating factors. The teaching unit provides examples of several adaptation strategies recommended for gifted students integrated into the regular classroom.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"17 1","pages":"167-180"},"PeriodicalIF":0.0,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47806664","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 particulate nature of matter (PNM) is central to learning science and is a difficult concept for both children and adults. The purpose of this study is to examine how teaching materials from an integrated science and literacy curriculum on the PNM affects communication between pre-service teachers. We were especially interested in examining communication during an activity phase and whether and how participants used PNM models. The interactions between participants were recorded with headcams and analysed using a framework developed by Mortimer and Scott in 2003. The findings revealed that the participants mainly described what they observed directly using scientific words and concepts, but they did not necessarily use PNM models or theoretical knowledge spontaneously. Research indicates that the ability to use knowledge at a theoretical level is key to understanding chemical concepts, so our study underscores the importance of explicitly asking participants to use models and theoretical knowledge.
{"title":"“I call it frost.” Features of scientific social language during inquiry-based learning on the particulate nature of matter","authors":"Unni Eikeseth, K. Haugstad","doi":"10.5617/NORDINA.7109","DOIUrl":"https://doi.org/10.5617/NORDINA.7109","url":null,"abstract":"The particulate nature of matter (PNM) is central to learning science and is a difficult concept for both children and adults. The purpose of this study is to examine how teaching materials from an integrated science and literacy curriculum on the PNM affects communication between pre-service teachers. We were especially interested in examining communication during an activity phase and whether and how participants used PNM models. The interactions between participants were recorded with headcams and analysed using a framework developed by Mortimer and Scott in 2003. The findings revealed that the participants mainly described what they observed directly using scientific words and concepts, but they did not necessarily use PNM models or theoretical knowledge spontaneously. Research indicates that the ability to use knowledge at a theoretical level is key to understanding chemical concepts, so our study underscores the importance of explicitly asking participants to use models and theoretical knowledge.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"17 1","pages":"152-166"},"PeriodicalIF":0.0,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44137438","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}
We discuss the use of analogical models in science education using examples from online learning resources. We have conducted a teaching program for a group of 7th grade pupils and a group of science teacher students, and the main theme of this program is the use of models in chemistry. Specifically, we study the effect of an analogical model that is designed to promote understanding of the properties of molecules, related to a paper chromatography experiment. Our research indicates that analogical models can be a useful tool to convey understanding of abstract concepts and non-visible phenomena, but they hold serious pitfalls that can lead to misunderstandings amongst students if not used in a proper manner. These findings are in line with other studies. Our data indicate that respondents` knowledge about molecular properties may have increased after participating in this teaching program. However, both groups of respondents consistently used wrong properties to explain the paper chromatography experiment. Conversation transcripts and respondents` models indicate that these misconceptions are enhanced by the analogical model they were given to work with during the teaching program. Based on our findings, we give some advice for how to best present analogies in the classroom.
{"title":"Modeller i kjemiundervisning - et eksempel på hvordan de kan bidra til læring og feillæring","authors":"Heidi Iren Saure, Nils-Erik Bomark, Monica Svendsen","doi":"10.5617/NORDINA.8363","DOIUrl":"https://doi.org/10.5617/NORDINA.8363","url":null,"abstract":"We discuss the use of analogical models in science education using examples from online learning resources. We have conducted a teaching program for a group of 7th grade pupils and a group of science teacher students, and the main theme of this program is the use of models in chemistry. Specifically, we study the effect of an analogical model that is designed to promote understanding of the properties of molecules, related to a paper chromatography experiment. Our research indicates that analogical models can be a useful tool to convey understanding of abstract concepts and non-visible phenomena, but they hold serious pitfalls that can lead to misunderstandings amongst students if not used in a proper manner. These findings are in line with other studies. Our data indicate that respondents` knowledge about molecular properties may have increased after participating in this teaching program. However, both groups of respondents consistently used wrong properties to explain the paper chromatography experiment. Conversation transcripts and respondents` models indicate that these misconceptions are enhanced by the analogical model they were given to work with during the teaching program. Based on our findings, we give some advice for how to best present analogies in the classroom.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"17 1","pages":"181-205"},"PeriodicalIF":0.0,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43515135","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}
{"title":"Editorial 2/2021","authors":"Sonja M. Mork, Berit S. Haug, Merethe Frøyland","doi":"10.5617/NORDINA.8770","DOIUrl":"https://doi.org/10.5617/NORDINA.8770","url":null,"abstract":"","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"17 1","pages":"131-134"},"PeriodicalIF":0.0,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47637266","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}
Per Anderhag, Madeleine Björn, Birgit Fahrman, Annika Lundholm-Bergström, Maria Weiland, Tove Wållberg
This study examines primary school students’ perception of functionality in their spontaneous programminglanguage for controlling a simple robot. Classroom activities were designed in order to create opportunitiesfor the students (year 1 and year 4) to discuss and develop together with their teachers a sharedprogramming language for controlling a simple robot. The students spontaneously used (a) natural language,(b) images or (c) symbols when they created their programming language. The findings show thatthe students primarily perceived a code’s functionality as a question of readability, rather than how wellit fit the purpose of controlling the robot. Possible consequences of the findings for teaching in technologyeducation are discussed.
{"title":"Kod som teknisk lösning: en studie om grundskoleelevers uppfattningar av ändamålsenlighet i deras spontana programspråk","authors":"Per Anderhag, Madeleine Björn, Birgit Fahrman, Annika Lundholm-Bergström, Maria Weiland, Tove Wållberg","doi":"10.5617/NORDINA.7020","DOIUrl":"https://doi.org/10.5617/NORDINA.7020","url":null,"abstract":"This study examines primary school students’ perception of functionality in their spontaneous programminglanguage for controlling a simple robot. Classroom activities were designed in order to create opportunitiesfor the students (year 1 and year 4) to discuss and develop together with their teachers a sharedprogramming language for controlling a simple robot. The students spontaneously used (a) natural language,(b) images or (c) symbols when they created their programming language. The findings show thatthe students primarily perceived a code’s functionality as a question of readability, rather than how wellit fit the purpose of controlling the robot. Possible consequences of the findings for teaching in technologyeducation are discussed.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"17 1","pages":"113-129"},"PeriodicalIF":0.0,"publicationDate":"2021-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44117897","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 aim of the study is to scrutinize children´s meaning-making in a tree-project during one year in apreschool class. The purpose with this article is to shed light on what happens in children’s encounterswith the trees and how an exploratory approach might encompass children’s own questions and workingtheories.By mapping the children´s explorative process from the Deluzian concept learning as a relational fieldof potentiality (Dahlberg & Elfström, 2014), the connections are identified and analyzed. The data hasbeen generated through ethnographical methods: participant observations, focus groups and stimulatedrecall. The children’s aesthetic works and the concluding exhibition with additional walks are also part ofthe data generating.The mapping of the tree-project makes the meaning-making visible, where the children’s questions centeron complex issues with further connections to ecological issues and sustainability. The driving force of theproject is the questions that the children pose, while the pedagogues support their explorations in orderto deepen and develop the learning possibilities.
{"title":"Barns frågor under en utforskande process kring träd","authors":"Bodil Halvars","doi":"10.5617/NORDINA.6456","DOIUrl":"https://doi.org/10.5617/NORDINA.6456","url":null,"abstract":"The aim of the study is to scrutinize children´s meaning-making in a tree-project during one year in apreschool class. The purpose with this article is to shed light on what happens in children’s encounterswith the trees and how an exploratory approach might encompass children’s own questions and workingtheories.By mapping the children´s explorative process from the Deluzian concept learning as a relational fieldof potentiality (Dahlberg & Elfström, 2014), the connections are identified and analyzed. The data hasbeen generated through ethnographical methods: participant observations, focus groups and stimulatedrecall. The children’s aesthetic works and the concluding exhibition with additional walks are also part ofthe data generating.The mapping of the tree-project makes the meaning-making visible, where the children’s questions centeron complex issues with further connections to ecological issues and sustainability. The driving force of theproject is the questions that the children pose, while the pedagogues support their explorations in orderto deepen and develop the learning possibilities.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"17 1","pages":"4-19"},"PeriodicalIF":0.0,"publicationDate":"2021-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45803777","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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