Argumentation and knowledge justification have been noted as important skills to be learned in secondary and tertiary level of education. These skills are especially crucial in teaching and learning physics because physics knowledge is normative and has hierarchical structure. The purpose of this article is two-fold. First, we propose a framework to analyze pre-service physics teachers’ knowledge justification. Second, we show how this framework can be used to examine pre-service physics teachers’ knowledge justification in the context of quantum physics. The sample consists of 68 knowledge justification schemes on four quantum phenomena (N=17 participants who all produced four schemes). The proposed framework discusses conceptual, relational and strategic knowledge presented in knowledge justification schemes. The results show that analysis framework reveal significant differences between pre-service teachers’ knowledge justification. We conclude that there is need and room for such practical tools, which help future teachers to organize and consider their own knowledge.
{"title":"Physics knowledge justification: an analysis framework to examine physics content knowledge","authors":"Karoliina Vuola, M. Nousiainen","doi":"10.5617/nordina.6916","DOIUrl":"https://doi.org/10.5617/nordina.6916","url":null,"abstract":"Argumentation and knowledge justification have been noted as important skills to be learned in secondary and tertiary level of education. These skills are especially crucial in teaching and learning physics because physics knowledge is normative and has hierarchical structure. The purpose of this article is two-fold. First, we propose a framework to analyze pre-service physics teachers’ knowledge justification. Second, we show how this framework can be used to examine pre-service physics teachers’ knowledge justification in the context of quantum physics. The sample consists of 68 knowledge justification schemes on four quantum phenomena (N=17 participants who all produced four schemes). The proposed framework discusses conceptual, relational and strategic knowledge presented in knowledge justification schemes. The results show that analysis framework reveal significant differences between pre-service teachers’ knowledge justification. We conclude that there is need and room for such practical tools, which help future teachers to organize and consider their own knowledge.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"16 1","pages":"149-166"},"PeriodicalIF":0.0,"publicationDate":"2020-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45494629","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 conducted a nation-wide survey of Danish science teacher students specializing in science subjects, in order to investigate their knowledge, attitude and self-efficacy on central aspects of education for sustainable development. Our study finds, in accordance with previous publications, a high degree of positive attitude towards the importance of teaching sustainability, and a significant positive correlation between self-efficacy and self-assessed knowledge about the topics in the survey. However, in our study both self-efficacy and self-assessed knowledge correlate negatively with actual knowledge, indicating that some of our participants are subject to an overinflated self-assessment while others may underestimate their proficiency within the topics. In cognitive psychology, this phenomenon is known as the Dunning-Kruger effect, and we discuss its implications for how best to ensure quality in education for sustainable development in our schools. Mette Hesselholt Henne Hansen is senior lecturer at VIA University College. Her background in evolutionary genetics has fueled a strong interest in quantitative approaches in educational research. She is particularly interested in Education for Sustainable Development (ESD), teaching biodiversity, and the role of inquiry and PBL approaches towards reinforcing scientific literacy. Martin Krabbe Sillasen is docent in science didactics at VIA University College. He has 22 years’ experience with preand in-service teacher training. His research interest focuses on science teachers’ professional development, teachers’ engagement in educational change processes, inquiry based learning, STEM-didactics, Education for Sustainable Development (ESD) and the use of ICT and modelling in science education. METTE HESSELHOLT HENNE HANSEN VIA University College, Silkeborg, Denmark mhhh@via.dk MARTIN KRABBE SILLASEN VIA University College, Silkeborg, Denmark msil@via.dk
我们对专门从事科学科目的丹麦科学教师学生进行了一项全国性调查，以调查他们对可持续发展教育核心方面的知识、态度和自我效能。根据之前的出版物，我们的研究发现，人们对教学可持续性的重要性持高度积极的态度，自我效能感和对调查主题的自我评估知识之间存在显著的正相关。然而，在我们的研究中，自我效能感和自我评估知识都与实际知识呈负相关，这表明我们的一些参与者的自我评估过度，而另一些参与者可能低估了他们在主题中的熟练程度。在认知心理学中，这种现象被称为邓-克鲁格效应，我们讨论了它对如何最好地确保学校可持续发展的教育质量的影响。Mette Hesselholt Henne Hansen是VIA大学学院的高级讲师。她的进化遗传学背景激发了人们对教育研究中定量方法的强烈兴趣。她对可持续发展教育（ESD）、生物多样性教学以及探究和PBL方法在加强科学素养方面的作用特别感兴趣。Martin Krabbe Sillasen是VIA大学学院的科学教学法讲师。他有22年的教师岗前和在职培训经验。他的研究兴趣集中在科学教师的专业发展、教师参与教育变革过程、基于探究的学习、STEM教学法、可持续发展教育（ESD）以及在科学教育中使用ICT和建模。METTE HESSELHOLT HENNE HANSEN VIA大学学院，丹麦Silkeborgmhhh@via.dkMARTIN KRABBE SILLASEN VIA丹麦西尔克堡大学学院msil@via.dk
{"title":"Missing concordance between knowledge and efficacy among Danish science teacher students regarding education for sustainable development","authors":"M. Hansen, Martin Krabbe Sillasen","doi":"10.5617/nordina.6598","DOIUrl":"https://doi.org/10.5617/nordina.6598","url":null,"abstract":"We conducted a nation-wide survey of Danish science teacher students specializing in science subjects, in order to investigate their knowledge, attitude and self-efficacy on central aspects of education for sustainable development. Our study finds, in accordance with previous publications, a high degree of positive attitude towards the importance of teaching sustainability, and a significant positive correlation between self-efficacy and self-assessed knowledge about the topics in the survey. However, in our study both self-efficacy and self-assessed knowledge correlate negatively with actual knowledge, indicating that some of our participants are subject to an overinflated self-assessment while others may underestimate their proficiency within the topics. In cognitive psychology, this phenomenon is known as the Dunning-Kruger effect, and we discuss its implications for how best to ensure quality in education for sustainable development in our schools. Mette Hesselholt Henne Hansen is senior lecturer at VIA University College. Her background in evolutionary genetics has fueled a strong interest in quantitative approaches in educational research. She is particularly interested in Education for Sustainable Development (ESD), teaching biodiversity, and the role of inquiry and PBL approaches towards reinforcing scientific literacy. Martin Krabbe Sillasen is docent in science didactics at VIA University College. He has 22 years’ experience with preand in-service teacher training. His research interest focuses on science teachers’ professional development, teachers’ engagement in educational change processes, inquiry based learning, STEM-didactics, Education for Sustainable Development (ESD) and the use of ICT and modelling in science education. METTE HESSELHOLT HENNE HANSEN VIA University College, Silkeborg, Denmark mhhh@via.dk MARTIN KRABBE SILLASEN VIA University College, Silkeborg, Denmark msil@via.dk","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"16 1","pages":"215-227"},"PeriodicalIF":0.0,"publicationDate":"2020-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49079395","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}
A chemistry concept inventory (Chemical Concept Inventory 3.0/CCI 3.0), previously developed for use in Norwegian universities, was tested and evaluated for use in a Finnish university setting. The test, designed to evaluate student knowledge and learning of chemistry concepts, was administered as both preand posttest in first year general chemistry courses at the University of Jyväskylä. The results were evaluated using different statistical tests, focusing both on individual item analysis and the entire test. Some individual questions were found to be not discriminating or reliable enough or too difficult, yet the results, as a whole, indicate that the concept inventory is a reliable and discriminating tool that can be used in the Finnish university context.
{"title":"Evaluation of a Chemistry Concept Inventory for general chemistry students at Finnish university","authors":"Tiina Kiviniemi, Piia Nuora","doi":"10.5617/nordina.7014","DOIUrl":"https://doi.org/10.5617/nordina.7014","url":null,"abstract":"A chemistry concept inventory (Chemical Concept Inventory 3.0/CCI 3.0), previously developed for use in Norwegian universities, was tested and evaluated for use in a Finnish university setting. The test, designed to evaluate student knowledge and learning of chemistry concepts, was administered as both preand posttest in first year general chemistry courses at the University of Jyväskylä. The results were evaluated using different statistical tests, focusing both on individual item analysis and the entire test. Some individual questions were found to be not discriminating or reliable enough or too difficult, yet the results, as a whole, indicate that the concept inventory is a reliable and discriminating tool that can be used in the Finnish university context.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"16 1","pages":"138-148"},"PeriodicalIF":0.0,"publicationDate":"2020-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43640754","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}
Based on empirical data from three teachers’ practice in the field of primary science (science and technology), the article discusses the relationship between materiality and the development of Pedagogical Content Knowledge (PCK). Methodologically, narrative inquiry is used as an approach in the analysis of the multiple data from in-depth interview, classroom observation and stimulated reflection. The results show several types of connections and pathways for perceived PCK development. Both socio-material resources and collegial collaboration around experiential material practice are highlighted. The analyzes show that PCK in science and technology is not only perceived as cognitively tied to the individual, but also linked to central materials and elements of the teachers’ practice. At the same time, teachers perceive the development of PCK as being linked to the availability of particular socio-material structures, and to meaningful collaboration with colleagues who can convey, exemplify and make available the knowledge distributed in the materials. As a result of the analyzes, the concept of “Materialefaglighed” (Material- PCK) is constructed and stated as an analytical concept that contains the science teacher’s distributed and socio-materially linked knowledge, ability and doing.
{"title":"PCK som ”Materialefaglighed” – videns og handlingsstrukturer i naturfagslokalet","authors":"Jens Jakob Ellebæk","doi":"10.5617/nordina.6556","DOIUrl":"https://doi.org/10.5617/nordina.6556","url":null,"abstract":"Based on empirical data from three teachers’ practice in the field of primary science (science and technology), \u0000the article discusses the relationship between materiality and the development of Pedagogical \u0000Content Knowledge (PCK). Methodologically, narrative inquiry is used as an approach in the analysis of \u0000the multiple data from in-depth interview, classroom observation and stimulated reflection. The results \u0000show several types of connections and pathways for perceived PCK development. Both socio-material \u0000resources and collegial collaboration around experiential material practice are highlighted. The analyzes \u0000show that PCK in science and technology is not only perceived as cognitively tied to the individual, but also \u0000linked to central materials and elements of the teachers’ practice. At the same time, teachers perceive \u0000the development of PCK as being linked to the availability of particular socio-material structures, and to \u0000meaningful collaboration with colleagues who can convey, exemplify and make available the knowledge \u0000distributed in the materials. As a result of the analyzes, the concept of “Materialefaglighed” (Material- \u0000PCK) is constructed and stated as an analytical concept that contains the science teacher’s distributed and \u0000socio-materially linked knowledge, ability and doing.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"16 1","pages":"124-137"},"PeriodicalIF":0.0,"publicationDate":"2020-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42796636","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}
Anna-Leena Kähkönen, David Sederberg, J. Viiri, A. Lindell, L. Bryan
We examined Finnish lower secondary students’ mental models of magnetism through their drawings, written explanations and interviews. Secondary students in Finland (N=12) engaged in six lessons designed specifically to target three key concepts in understanding magnetism: structure and organization (magnetic domains), magnetic fields and magnetic interactions. We describe how, with a finite number of key concepts introduced, students reflected upon and revised their mental models of magnetism and magnetic interactions towards more sophisticated and normative scientific views. We found two new categories of students’ models: the pole model and pole/field model. The critical moments in evolving the models happened during the investigations regarding understanding magnetic fields and magnetic internal structure. This article gives an example for teachers and researchers of how to follow students’ development of mental models in science.
{"title":"Finnish Secondary Students’ Mental Models of Magnetism","authors":"Anna-Leena Kähkönen, David Sederberg, J. Viiri, A. Lindell, L. Bryan","doi":"10.5617/nordina.5566","DOIUrl":"https://doi.org/10.5617/nordina.5566","url":null,"abstract":"We examined Finnish lower secondary students’ mental models of magnetism through their drawings, written explanations and interviews. Secondary students in Finland (N=12) engaged in six lessons designed specifically to target three key concepts in understanding magnetism: structure and organization (magnetic domains), magnetic fields and magnetic interactions. We describe how, with a finite number of key concepts introduced, students reflected upon and revised their mental models of magnetism and magnetic interactions towards more sophisticated and normative scientific views. We found two new categories of students’ models: the pole model and pole/field model. The critical moments in evolving the models happened during the investigations regarding understanding magnetic fields and magnetic internal structure. This article gives an example for teachers and researchers of how to follow students’ development of mental models in science.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47805741","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}
Mari Sjøberg, Tone F. Gregers, Marianne Ødegaard, Kristin Glørstad Tsigaridas
The aim of this article is to understand biology teachers’ challenges with laboratory work in the light of tensions between the different cultures, or discourses, in biology teacher education. The data material in this study consists of a survey with 314 responses from biology teachers as well as a group interview. Our findings suggest that teachers struggle to transform the knowledge and experience from their pure biology education into their practice in the laboratory. Concepts from a scientific discourse, such as ‘hypothesis’ and ‘report’, are therefore integrated into traditional teacher-directed laboratory tasks where the results are given in advance. We argue that this contributes to a misleading image of science. One of the major challenges for teachers, we argue, is to design appropriate contexts for addressing aspects of nature of science in the laboratory. However, many biology teachers report that they lack knowledge about teaching methods in the laboratory.
{"title":"Biologilæreres kryssing av kulturgrenser – fra en naturvitenskapelig kultur til en skolekultur","authors":"Mari Sjøberg, Tone F. Gregers, Marianne Ødegaard, Kristin Glørstad Tsigaridas","doi":"10.5617/nordina.6518","DOIUrl":"https://doi.org/10.5617/nordina.6518","url":null,"abstract":"The aim of this article is to understand biology teachers’ challenges with laboratory work in the light of tensions between the different cultures, or discourses, in biology teacher education. The data material in this study consists of a survey with 314 responses from biology teachers as well as a group interview. Our findings suggest that teachers struggle to transform the knowledge and experience from their pure biology education into their practice in the laboratory. Concepts from a scientific discourse, such as ‘hypothesis’ and ‘report’, are therefore integrated into traditional teacher-directed laboratory tasks where the results are given in advance. We argue that this contributes to a misleading image of science. One of the major challenges for teachers, we argue, is to design appropriate contexts for addressing aspects of nature of science in the laboratory. However, many biology teachers report that they lack knowledge about teaching methods in the laboratory.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"16 1","pages":"52-66"},"PeriodicalIF":0.0,"publicationDate":"2020-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42661814","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}
Electric circuits are challenging for students to understand, and a wide range of analogies are developed in order to support their learning. This article investigates how lower secondary students understand four analogies presented in teaching material for science for Norwegian schools. The analogies compare electric circuits to a ski lift, a water pipe system, a waterfall and moving bowling balls, respectively. Data in the study consist of group interviews with 12 students in lower secondary school, about how they understand the analogies. Results show that students are able to reason about continuity and the concept of current in circuits based on all the analogies, but that the concept of voltage remains a challenge. It seems from the results that analogies relating voltage to energy transfer as an effect of height difference in a gravitational field are constructive, despite the need for the more abstract concept of field. In addition, the results demonstrate that weaknesses in how the analogies are presented may cause major problems for students in building a fruitful understanding. This kind of weaknesses are prevalent in the teaching material studied.
{"title":"Ski lifts, bowling balls, pipe system or waterfall? Lower secondary students’ understanding of analogies for electric circuits.","authors":"Erik Mogstad, Berit Bungum","doi":"10.5617/nordina.6882","DOIUrl":"https://doi.org/10.5617/nordina.6882","url":null,"abstract":"Electric circuits are challenging for students to understand, and a wide range of analogies are developed in order to support their learning. This article investigates how lower secondary students understand four analogies presented in teaching material for science for Norwegian schools. The analogies compare electric circuits to a ski lift, a water pipe system, a waterfall and moving bowling balls, respectively. Data in the study consist of group interviews with 12 students in lower secondary school, about how they understand the analogies. Results show that students are able to reason about continuity and the concept of current in circuits based on all the analogies, but that the concept of voltage remains a challenge. It seems from the results that analogies relating voltage to energy transfer as an effect of height difference in a gravitational field are constructive, despite the need for the more abstract concept of field. In addition, the results demonstrate that weaknesses in how the analogies are presented may cause major problems for students in building a fruitful understanding. This kind of weaknesses are prevalent in the teaching material studied.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"16 1","pages":"37-51"},"PeriodicalIF":0.0,"publicationDate":"2020-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48215865","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}
GoPro action cameras have become increasingly popular in TV, movie production, and in sports filming. In this article, GoPro action cameras are explored as a data collection tool in outdoor early childhood education research. Using GoPro action cameras in outdoor early childhood education research provides great possibilities. The cameras can provide researchers with natural data about children’s interactions, play, and communication. The cameras function well under difficult outdoor conditions and provide the researcher with good sound and image quality. Ethical considerations are thoroughly discussed. Children’s rights to privacy may be breached using these cameras. Informed consent is crucial, and professionalism, human knowledge, and tact are required. This study concludes that ethical considerations need thorough attention if these cameras are to be considered for use in research about children.
{"title":"The potential of chest mounted action cameras in early childhood education research","authors":"Asbjørn Magnar Hov, Henrik Neegaard","doi":"10.5617/nordina.7049","DOIUrl":"https://doi.org/10.5617/nordina.7049","url":null,"abstract":"GoPro action cameras have become increasingly popular in TV, movie production, and in sports filming. In this article, GoPro action cameras are explored as a data collection tool in outdoor early childhood education research. Using GoPro action cameras in outdoor early childhood education research provides great possibilities. The cameras can provide researchers with natural data about children’s interactions, play, and communication. The cameras function well under difficult outdoor conditions and provide the researcher with good sound and image quality. Ethical considerations are thoroughly discussed. Children’s rights to privacy may be breached using these cameras. Informed consent is crucial, and professionalism, human knowledge, and tact are required. This study concludes that ethical considerations need thorough attention if these cameras are to be considered for use in research about children.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"16 1","pages":"4-17"},"PeriodicalIF":0.0,"publicationDate":"2020-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44805272","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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