TY - JOUR T1 - Gapet har minskat: skillnader mellan hög- och lågpresterande flickors och pojkars attityder till biologi, fysik och kemi 1995 och 2007 T2 - NorDiNa SN - 1504-4556 A1 - Adolfsson, Lena A1 - Benckert, Sylvia A1 - Wiberg, Marie PY - 2011 VL - 1 IS - 7 SP - 3 EP - 16 LA - swe AB - This article explores the change over time of boys’ and girls’ attitudes towards biology, physics and chemistry. We use data from the TIMSS studies for grade 8 in Sweden to investigate how the attitudes for high- and low performing pupils have changed between 1995 and 2007. The attitude is measured by four questions from the student questionnaire in the TIMSS study. The results indicate that there have been some changes in attitudes between 1995 and 2007. High-achieving pupils and especially boys have a more negative attitude towards all three subjects, biology, physics and chemistry, in 2007 compared to 1995. The low-achieving students think that they are performing better in all three subjects 2007 compared to 1995. The difference between the group that are most positive to physics and chemistry and the least positive group has diminished between the two years. The results are discussed in relation to the changes in Swedish schools during the period. ER - TY - JOUR T1 - Villkor för implementering av naturvetenskap och teknik för alla, NTA T2 - NorDiNa SN - 1504-4556 A1 - Alm, Fredrik A1 - Samuelsson, Joakim PY - 2009 VL - 1 IS - 5 SP - 89 EP - 102 LA - swe ER - TY - JOUR T1 - Några uppgifter som belyser elevers uppfattningar om vad som är teknik: T2 - Nordina SN - 1504-4556 A1 - Andersson, Björn A1 - Svensson, Maria A1 - Zetterqvist, Ann PY - 2008 VL - 2 IS - 4 SP - 168 EP - 176 LA - swe ER - TY - JOUR T1 - Kemiinnehåll i undervisningen för nybörjare.: En studie av hur ämnesinnehållet får konkurrera med målet att få eleverna intresserade av naturvetenskap. T2 - Nordina A1 - Berg, Astrid A1 - Löfgren, Ragnhild A1 - Eriksson, Inger PY - 2007 VL - 2 IS - 3 SP - 146 EP - 162 LA - swe KW - laborativ undervisningspraktik KW - undervsiningens innehåll KW - kemi för nybörjare AB - This study describes the dilemma of making science interesting on the one hand, and to introduce students into a scientific teaching practise on the other in a laboratory based teaching practise. The study was conducted in a grade four class in Swedish compulsory school by video- and tape-recorded classroom observations. The recordings and copies of students’ writing and drawing were analysed by using a two-fold strategy. Firstly, the constituted content was analysed by focusing the classroom communication, the tools used and the teacher’s guiding. Secondly, the various laboratory experiments where analysed in order to identify the potential chemistry content. The result indicates that the constituted chemistry content is reduced and sometimes wrong in relation to the potential content. This can be explained by a teaching tradition that focuses on the importance of making science interesting and fun. However, striving for this may create a learning-situation where students do not learn how to use tools to make relevant hypotheses and observations. What can be regarded as irrelevant hypotheses and observations is not questioned. Further, right or wrong results in the scientific practise are not dealt with neither in the self-produced texts nor in the classroom discussions. One main conclusion is that students enjoy the lessons but the introduction into the scientific practise is not facilitated. ER - TY - JOUR T1 - Kemiinnehåll i undervisningen för nybörjare. En studie av hur ämnesinnehållet får konkurrera med målet att få eleverna intresserade av naturvetenskap T2 - NorDiNa SN - 1504-4556 A1 - Berg, Astrid A1 - Löfgren, Ragnhild A1 - Eriksson, Inger PY - 2007 VL - 2 IS - 3 SP - 146 EP - 162 LA - swe KW - science_education_classroom ER - TY - JOUR T1 - Different stories of group work: Exploring problem solving in engineering education T2 - NorDiNa SN - 1504-4556 A1 - Berge, Maria A1 - Danielsson, Anna A1 - Ingerman, Åke PY - 2012 VL - 1 IS - 8 SP - 3 EP - 16 LA - eng ER - TY - JOUR T1 - ”Men de' åker inte upp i himlen!” Förskolebarn resonerar om vattnets kretslopp illustrerat i ett tärningsspel T2 - NorDiNa SN - 1504-4556 A1 - Bergnell, Anneli A1 - Åberg-Bengtsson, Lisbeth PY - 2019 VL - 3 IS - 15 SP - 283 EP - 298 LA - swe AB - 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. ER - TY - JOUR T1 - Technology Education in Elementary School: Boys' and Girls' Interests and Attitudes T2 - NorDiNa SN - 1504-4556 A1 - Björkholm, Eva PY - 2010 VL - 1 IS - 6 SP - 33 EP - 43 LA - eng KW - technology education KW - gender KW - teknikdidaktik ER - TY - JOUR T1 - To create coherence: science teachers, interdisciplinary collaboration and ethical perspectives in the educational practice: Att skapa sammanhang: lärare i naturvetenskapliga ämnen, ämnesövergripande samarbete och etiska perspektiv i undervisningen T2 - NorDiNa : Nordic Studies in Science Education SN - 1504-4556 A1 - Bursjöö, Ingela PY - 2015 VL - 1 IS - 11 SP - 19 EP - 34 LA - swe KW - interdisciplinary collaboration KW - social learning KW - professional capital KW - interviews KW - ethical perspectivs KW - hermeneutic approach AB - This paper focuses on how experienced science teachers talk about interdisciplinary collaboration and ethical perspectives in their educational practice, two important components in science education and central in research on socio-scientific issues and education for sustainable development. The teachers in this interview study were asked in detail about how they integrate such components in their teaching practice. The findings indicate that the teachers in the study value interdisciplinary collaboration and try to integrate ethical aspects in their teaching. However, the science teachers in this study encounter problems in the practical implementation as it demands excellent communication in the team. Furthermore, the science teachers rate their ethical competence as rather low. They also show signs of a decrease in their professional capital, as in decisions they can make related to their teaching practice. The process of interacting with and learning from others, here called social learning, is vital for interdisciplinary collaboration and integration of ethical aspects. Such issues place severe demands, not only on the science teacher, but also on the whole educational system. ER - TY - JOUR T1 - An Argument for Reversing the Bases of Science Education: A Phenomenological Alternative to Cognitionism T2 - NorDiNa SN - 1504-4556 A1 - Dahlin, Bo A1 - Östergaard, E A1 - Hugo, A PY - 2009 VL - 2 IS - 5 SP - 201 EP - 215 LA - eng KW - subject didactics KW - education AB - This paper is a phenomenological critique of some of the basic notions informing much of the research in and practice of science education (SE) today. It is suggested that the theoretical bases of SE are in need of three reversals of primacy: the ontological primacy of the perceptual lifeworld must replace that of abstract scientific models; the epistemological primacy of attentive action must replace that of conceptual cognition; and the pedagogical primacy of cultivating competencies must replace that of imparting ready-made knowledge. Four arguments for a phenomenological approach to SE are presented and some consequences for the training of science teachers are discussed; some of which are already being implemented at the science teacher education of the Norwegian University of Life Sciences ER - TY - JOUR T1 - Characterising the practice of physics as enacted in university student laboratories using 'Discourse models' as an analytical tool. T2 - NorDiNa SN - 1504-4556 A1 - Danielsson, Anna PY - 2011 VL - 2 IS - 7 SP - 219 EP - 231 LA - eng ER - TY - JOUR T1 - Science for whom?: Case studies of two male primary school student teachers’ constructions of themselves as teachers of science T2 - NorDiNa SN - 1504-4556 A1 - Danielsson, Anna PY - 2013 VL - 2 IS - 9 SP - 145 EP - 155 LA - eng KW - curriculum studies ER - TY - JOUR T1 - An exploration of university physics students' epistemological mindsets towards the understanding of physics equations T2 - NorDiNa SN - 1504-4556 A1 - Domert, Daniel A1 - Airey, John A1 - Linder, Cedric A1 - Kung, Rebecca PY - 2007 IS - 3 SP - 15 EP - 28 LA - eng KW - science education KW - naturvetenskap med utbildningsvetenskaplig inriktning KW - physics KW - educational science KW - pedagogics ER - TY - JOUR T1 - An exploration of university physics students' epistemological mindsets towards the understanding of physics equations T2 - NorDiNa SN - 1504-4556 A1 - Domert, Daniel A1 - Airey, John A1 - Linder, Cedric A1 - Lippmann Kung, Rebecca PY - 2007 VL - 1 IS - 3 SP - 15 EP - 28 LA - eng KW - physics KW - fysik med inriktning mot fysikens didaktik KW - physics with specialization in physics education AB - Students’ attitudes and beliefs about learning have been shown to affect learning outcomes. Thisstudy explores how university physics students think about what it means to understand physicsequations. The data comes from semi-structured interviews with students from three Swedish univer-sities. The analysis follows a data-based, inductive approach to characterise students’ descriptions ofwhat it means to understand equations in terms of epistemological mindsets (perceived critical attri-butes of a learning, application, or problem-solving situation that are grounded in epistemology). Theresults are given in terms of different components of students’ epistemological mindsets. Relationsbetween individuals and sets of components as well as differences across various stages of students’academic career are then explored. Pedagogical implications of the findings are discussed and tenta-tive suggestions for university physics teaching are made. ER - TY - JOUR T1 - How student teachers' understanding of the greenhouse effect develops during a teacher education programme T2 - NorDiNa A1 - Ekborg, Margareta A1 - Areskoug, Mats PY - 2006 VL - 5 EP - 5 LA - eng ER - TY - JOUR T1 - Nanoteknik och riskbedömning som nytt kunskapsinnehåll i gymnasiets naturvetenskapliga kurser – en designstudie T2 - NorDiNa SN - 1504-4556 A1 - Enghag, Margareta A1 - Schenk, Linda PY - 2016 VL - 2 IS - 12 SP - 218 EP - 234 LA - swe KW - sociovetenskapliga frågor AB - Nanoscience and nanotechnology (NST) is a rapidly developing knowledge area, which need incorporating in the school science curricula. The many uncertainties of risks and benefits with NST also open up for using NST as a socio-scientific issue (SSI). We present the two first iterations of a teaching sequence aimed for upper secondary school physics.  The sequence contains content knowledge on NST and risk assessment and employs traditional classroom teaching, and a debate about NST as a SSI. The aims are to explore 1) students assessments of risks and benefits with NST, and 2) what design principles for teaching nanoscience and risk assessment that emerge as significant. We found that the risk assessment exercise stimulated student argumentation and discussion during the SSI debate. The teachers preferred to focus on the SSI activity, but found it challenging to fit NST content knowledge into the traditional teaching approach. Design principles found are discussed. ER - TY - JOUR T1 - Vilka fysikaliska och miljömässiga förklaringar återfinns i elevers diskussioner om begreppet hållbart energisystem? T2 - NorDiNa SN - 1504-4556 A1 - Engström, Susanne PY - 2008 VL - 1 IS - 4 SP - 48 EP - 63 LA - swe PB - Oslo : Naturfagsenteret KW - subject didactics KW - ämnesdidaktik KW - naturvetenskapernas och teknikens didaktik AB - The article describes a pilot study, an introduction to a series of investigations of upper secondaryschool pupils’ explanations of sustainable energy. The physics syllabus have the intentions on onehand to guide pupils into science-education and on the other to give insights to pupils in order toparticipate in the debate on e.g. energy usage. The results obtained, from questionnaire and groupdiscussions, indicate that pupils can get caught in narrow physical explanations of the concept ofsustainable energy systems. Some pupils discuss an environmental explanation parallel but showinsecurity. One interpretation is that pupils feel an inappropriateness connecting environment andphysics. An implication is that the concept of energy quality might be an accessible way for pupils torelate concepts of physics with environmental questions. ER - TY - JOUR T1 - Biologisk mångfald i svenska läroböcker för skolår 6-9 T2 - NorDiNa SN - 1504-4556 A1 - Ferlin, Maria PY - 2011 VL - 1 IS - 7 SP - 71 EP - 84 LA - swe PB - : Naturfagscentret, Norge ER - TY - JOUR T1 - The Technology-Eight Competition: An Analysis of Year 8 Students' Quiz Results T2 - NorDiNa SN - 1504-4556 A1 - Gumaelius, Lena A1 - Nymark-Kramer, T. PY - 2017 LA - eng ER - TY - JOUR T1 - Naturvetenskaplig undervisning och det dubbla uppdraget T2 - NorDiNa SN - 1504-4556 A1 - Gustafsson, Barbro PY - 2007 VL - 2 IS - 3 SP - 107 EP - 120 LA - swe KW - education KW - general didactics KW - allmän didaktik AB - The aim of this contribution is to discuss the significance of a democratic approach in science education. Initially, the concept of "democracy" is outlined. According to the deliberative view, democracy is learnt and practiced in communication with others. Furthermore, according to sociocultural theory, communication also enhances scientific content knowledge. This implies that deliberative discussions could be helpful in carrying out teachers' dual assignment: to transmit knowledge and foster independent, judicious, democratic citizens. The discussion is approached through the presentation of a simulated teaching sequence. Based on this scenario, in which a socioscientific issue is the theme for deliberation, the possibilities and limitations of a deliberative approach in science education is discussed. ER - TY - JOUR T1 - Secondary science teachers’ selective traditions and examples of inquiry-oriented approaches T2 - NorDiNa SN - 1504-4556 A1 - Gyllenpalm, Jakob A1 - Wickman, Per-Olof A1 - Holmgren, Sven-Olof PY - 2010 VL - 1 IS - 6 SP - 44 EP - 60 LA - eng KW - subject didactics KW - ämnesdidaktik KW - naturvetenskapsämnenas didaktik KW - science education AB - This paper describes aspects of the existing tradition of practical work in secondary science education in Sweden, with a focus on inquiry-oriented teaching approaches. Twelve secondary science teachers were interviewed and asked to describe examples of their own teaching practices that they believed constituted inquiry-oriented teaching. The descriptions are analysed in relation to key components of inquiry as conceptualised in the science education literature. In addition, the teachers’ way of talking about their own teaching in relation to inquiry is described and analysed. The results show a wide variety of teaching approaches that are associated with inquiry in different ways. Although inquiry is valued by many teachers, it is also problematic. We discuss the nature of the problems associated with inquiry by the teachers and the possible consequences of these for teacher education, in-service training and curriculum development. ER - TY - JOUR T1 - Att utgå från frågor och situationer i förskolans vardag: Vilket naturvetenskapligt innehåll kan det leda till?: Starting from questions and everyday situations in preschool: What kind of science content could that lead to? T2 - NorDiNa : Nordic Studies in Science Education SN - 1504-4556 A1 - Hansson, Lena A1 - Löfgren, Lena A1 - Pendrill, Ann-Marie PY - 2014 VL - 1 IS - 10 SP - 77 EP - 89 LA - swe KW - chemistry & physics KW - preschool teachers KW - content analysis AB - Identifying and building on children's questions and everyday situations is often discussed as a basis for science learning in preschool. With a starting point in such questions and situations, children should be given the opportunity to investigate and search for answers. What questions and situations do preschool teachers identify as possible bases for science learning? What science content is present? To what extent are the questions possible to investigate for children and preschool teachers through experiments and observations or theoretical studies? The paper presents children's questions and everyday situations that might form the basis for science learning, as identified by preschool teachers taking part in a science in-service training course. Based on a content analysis, we discuss possibilities and difficulties that preschool teachers may face in their practice when they try to use these questions and situations as a basis for science learning. ER - TY - JOUR T1 - Tre elever berättar om universum, gud och fysiken T2 - Nordina SN - 1504-4556 A1 - Hansson, Lena A1 - Redfors, Andreas PY - 2006 IS - 1 SP - 31 EP - 43 LA - eng PB - Oslo : Naturfagsenteret AB - The article is about upper secondary students’ worldviews and how they relate different contributions to their worldviews to one another. We are especially focusing on contributions from physics and from religion. The context we have chosen for the study is cosmology, which is the frame within which the discussions with the students take place. In this paper we will let three students’ stories about existential issues related to cosmology illustrate how the students, when talking about their own views, relate to and handle the views they associate with physics. These students’ stories will also illustrate that while atheistic worldviews are supported religious worldviews are put into question, by the students’ views of the physics’ worldview. This will be discussed together with implications for physics teaching. ER - TY - JOUR T1 - Tre elever berättar om universum, gud och fysiken T2 - NorDiNa SN - 1504-4556 A1 - Hansson, Lena A1 - Redfors, Andreas PY - 2006 VL - 6 IS - 1 SP - 31 EP - 43 LA - swe ER - TY - JOUR T1 - "I normala fall gillar tjejer killukt”: Naturkunskapens sexualitets- och relationsundervisning analyserad ur ett heteronormativitetsperspektiv T2 - NorDiNa SN - 1504-4556 A1 - Hast, Ylwa Li A1 - Danielsson, Anna PY - 2016 VL - 1 IS - 12 SP - 21 EP - 35 LA - swe AB - In Sweden, a new subject syllabus for Science Studies (Naturkunskap) in upper secondary school was introduced in 2011. In this syllabus knowledge about norms concerning sexualities and relations was brought to the fore as a core content. The aim of this paper is to explore how norms concerning sexuality guide the teaching, through a case study where three upper secondary school teachers were observed and their teaching was analysed from the perspective of companion meanings. All three observed teachers did teach about homosexuality, bisexuality, and transgender identities, often using genetics or evolution as their explanatory model. The teaching most often assumed that all students in the class were heterosexual, positioning LGBT-people as the Other, and did at no times take power perspectives into account. ER - TY - JOUR T1 - Metaforer och analogier inom termodynamik i kemiläroböcker för gymnasiet T2 - NorDiNa SN - 1504-4556 A1 - Hedberg, David A1 - Haglund, Jesper A1 - Jeppsson, Fredrik PY - 2015 VL - 1 IS - 11 SP - 102 EP - 117 LA - swe KW - läroboksanalys KW - begreppsliga metaforer KW - analogier KW - kemiundervisning KW - fysik med inriktning mot fysikens didaktik KW - physics with specialization in physics education AB - Science education research has long taken an interest in how we may make full use of analogies and metaphors in science teaching. Further, more recently, the role of implicit, conceptual metaphors in connecting abstract conceptual knowledge to concrete embodied experiences has been recognised. The textbook plays a central role in upper secondary teaching, as it is, together with the teacher, a source of knowledge for the students. We have analysed the use of analogies, and explicit and implicit metaphors in two Swedish upper secondary chemistry textbook, and interviewed two of the authors of the textbooks. Abstract states and processes were found to be construed by means of the Object-Event and Location-Event Structure metaphors. Explicit metaphors and analogies were presented, but the comparisons were not always elaborated sufficiently in order to guide the students’ interpretations and avoid possible misunderstandings. ER - TY - JOUR T1 - Learning and the variation in focus among physics students when using a computer simulation T2 - NorDiNa SN - 1504-4556 A1 - Ingerman, Åke A1 - Linder, Cedric A1 - Marshall, Delia A1 - Booth, Shirley PY - 2007 VL - 1 IS - 3 SP - 3 EP - 14 LA - eng KW - physics KW - fysik med inriktning mot fysikens didaktik KW - physics with specialization in physics education AB - This article presents a qualitative analysis of the essential characteristics of university students’ “focusof awareness” whilst engaged with learning physics related to the Bohr model with the aid of a com-puter simulation. The research is located within the phenomenographic research tradition, with empi-rical data comprising audio and video recordings of student discussions and interactions, supplemen-ted by interviews. Analysis of this data resulted in descriptions of four qualitatively distinct focuses:Doing the Assignment, Observing the Presentation, Manipulating the Parameters and Exploring thePhysics. The focuses are further elucidated in terms of students’ perceptions of learning and the natureof physics. It is concluded that the learning outcomes possible for the students are dependent on thefocus that is adopted in the pedagogical situation. Implications for teaching physics using interactive-type simulations can be drawn through epistemological and meta-cognitive considerations of thekind of mindful interventions appropriate to a specific focus. ER - TY - JOUR T1 - Different content orientations in science and technology among primary and secondary boys and girls in Sweden: Implications for the transition from primary to secondary school? T2 - NorDiNa SN - 1504-4556 A1 - Jidesjö, Anders PY - 2008 VL - 2 IS - 4 SP - 192 EP - 208 LA - eng KW - subject didactics KW - ämnesdidaktik AB - This paper presents Swedish results from the Relevance of Science Education (ROSE) study, which is part of a large world-wide comparative research study based at the University of Oslo. The national sample was collected in spring 2003 and originates from 751 students from 29 schools, most of whom were 15 years old. In an additional study data from primary students were collected in spring 2005, with a smaller sample of 112. Significant differences in content orientation between the primary and secondary boys and girls were found and are discussed in the context of young people’s interest in science and technology and the public function of those knowledge fields as a part of education. Earlier studies suggest the benefit of more applicative contexts as the children move through compulsory school. This statement is challenged to some degree in this paper and a stronger need to understand how the transition from primary to secondary level and specific contents are related is discussed. This is due to indications that students’ content orientations are partially dependant on age and there are significant differences due to gender to consider. A deeper examination of those elements can assist in the understanding of the relevance of science from the learners’ perspectives. ER - TY - JOUR T1 - Recent trends in PhD education in mathematics and science education research: back to university level organization T2 - NorDiNa SN - 1504-4556 A1 - Krzywacki, Heidi A1 - Lavonen, Jari PY - 2014 VL - 2 IS - 10 SP - 243 EP - 250 LA - eng KW - phd education KW - curriculum development KW - higher education AB - This descriptive article aims to discuss the development of Finnish PhD education in science andmathematics education research over the past 20 years. First, the general aims and structure of PhDeducation at the national level are introduced. Doctoral studies seek to develop research knowledgeand skills as well as the capability to produce novel scientific knowledge. Second, the development ofPhD education in the Finnish context of science and mathematics education research is discussed. Forthe past 20 years, there has been a special focus on improving PhD education through national-levelgraduate schools and international collaboration. Finally, the recent changes in PhD education, suchas the replacement of doctoral programmes at local universities, is discussed through the case of theUniversity of Helsinki. ER - TY - JOUR T1 - Using a Non-Mandatory Book Club to Develop Pre-Service Science Teachers’ Didactic Competence T2 - Nordic Studies in Science Education SN - 1894-1257 A1 - Leden, Lotta A1 - Andersson, Helena PY - 2025 VL - 1 IS - 21 SP - 70 EP - 86 LA - eng PB - : University of Oslo, Norwegian Centre for Science Education AB - Science teacher education must prepare pre-service teachers for a broad variety of teaching approaches to make science more relevant to students. Previous research has suggested fiction as one approach to a broader school science. This article describes and evaluates the experiences from a development project where a non-mandatory book-club project was implemented in science teacher education. Five upper secondary pre-service science teachers took part in the book club (1 year, 4 meetings). They read three books on various science topics and discussed how the books could be used in science teaching. They shared their experiences in a focus-group interview at the end of the book club project. The result from the interview is discussed from a didactic competence perspective. In conclusion, we argue that an incorporation of fiction in science teacher education must be accompanied by pre-service teachers’ didactic analysis of different choices for teaching, and the consequences of such choices for students’ learning and participation. ER - TY - JOUR T1 - Partikelmodell som utgångspunkt för elevers förklaringar av avdunstning T2 - NorDiNa SN - 1504-4556 A1 - Lindner, Ann-Charlotte A1 - Redfors, Andreas PY - 2007 VL - 1 SP - 29 EP - 44 LA - swe PB - Oslo : Naturfagsenteret KW - subject didactics KW - ämnesdidaktik KW - pedagogik och utbildningsvetenskap KW - pedagogics and educational sciences AB - This paper presents results from a longitudinell study of students in compulsary school in Sweden. The project started in 1997 when the students were about six years old, and finished in 2006 when they left compulsary school. The aim of the study is to follow individual students’ development of conceptions about evaporation during their years in school. Teaching episodes focused on water, and it´s changes of state connected to everyday phenomena have been taught. Early in the study a simplified particle model was introduced in order to see if this would help the students in their explanations. The students were interviewed before and after the teaching interventions and the explanations were analysed in order to find a comprehensive description of each student. Here we describe the use of the early introduced particle concept and how it effects the students’ explanations of evaporation and their uses of explanatory models. ER - TY - JOUR T1 - University students' ideas about data processing and data comparison in a physics laboratory course T2 - NorDiNa SN - 1504-4556 A1 - Lippmann Kung, Rebecca A1 - Linder, Cedric PY - 2006 IS - 4 SP - 40 EP - 53 LA - eng KW - fysik med inriktning mot fysikens didaktik KW - physics with specialization in physics education AB - This study investigates undergraduate students’ ability to use the ideas of measurement and uncertainty to process and compare experimental data. These ideas include not only knowing what it means to use an instrument to take a measurement, but also being able to apply that knowledge, including the ideas that make up uncertainty analysis, to every aspect of an experiment. A physics laboratory course for the Energy Systems Engineering programme at Uppsala University has been designed to focus on teaching students the ideas of measurement and the associated laboratory skills. In the reported study, we use an open-ended survey to investigate students’ ideas about data processing and data comparison before and after this laboratory course. The results show that several students, even after the course, are still unable to appropriately use the ideas of uncertainty. This suggests that these ideas must be continuously revisited and explored as a fundamental part of all undergraduate laboratory experiences. ER - TY - JOUR T1 - The coordination of teaching habits in doing and undergoing policy reform T2 - NorDiNa SN - 1504-4556 A1 - Lundqvist, Eva A1 - Lidar, Malena LA - eng KW - educational reform KW - teaching habits KW - science education KW - curriculum studies AB - The release of major reforms makes teachers reconsider how they teach. In Sweden, a new curriculum along with grading and national tests were introduced in Year 6 science education in 2012/2013. After two years the national tests were made voluntary and ended the following year. We will investigate what implications these reforms had for teachers’ teaching and assessment practices in science education. Interviews with 10 teachers over four subsequent years were analyzed in order to explore how teachers coordinate their teaching habits in the encounter with new policy. First it was striking that almost all the teachers accepted the reforms as a positive element in their professional work. In the last round of interviews it was evident that the teachers, after the tests were taken away, downplayed the significance of the national tests as something that changed their teaching and changed what they consider as good science education. ER - TY - JOUR T1 - Engagerande samtal i det naturvetenskapliga klassrummet [Inquiry based dialouge in science classroom] T2 - NorDiNa SN - 1504-4556 A1 - Löfgren, Ragnhild A1 - Schoultz, Jan A1 - Johnsson, Klas A1 - Domino Østergaard, Lars PY - 2014 VL - 2 IS - 10 SP - 130 EP - 145 LA - swe PB - Oslo : Naturfagsenteret KW - commuication KW - primary school KW - inquire-based science education KW - kommunikation KW - grundskola AB - This study focuses on classroom communication within an inquiry-based science education (IBSE) program, called NTA (Naturvetenskap och Teknik för Alla). The overall aim of the study is to highlight the ways in which productive and engaging conversations are conducted in the classroom. We have analysed the work within the unit ”The Chemistry of food” and the theme testing of fat in food in grade five and six in a Swedish and a Danish science classroom. We have used video cameras and mp3-players to follow the classroom interaction. Our findings indicate that the classroom communication was focused on everyday science content and that the introduction and the summary of the theme were very important for the pupils’ possibilities to productive disciplinary engagement. ER - TY - JOUR T1 - Reading Nature- experienced teachers’ reflections on a teaching sequence in ecology: implications for future teacher training T2 - NorDiNa SN - 1504-4556 A1 - Magntorn, Ola A1 - Helldén, Gustav PY - 2006 IS - 5 SP - 67 EP - 81 LA - eng AB - This article explores experienced primary teachers views on teaching for ‘reading nature’. The concept‘reading nature’ has to do with an ability to recognise organisms and relate them to material cyclingand energy flow in the specific habitat which is to be read. It has to do with the natural world that weface outside and the tools we have are our experiences from previous learning situations both in andout-of-doors. The teachers were asked to comment on the content of a CD-ROM with teaching sequencesfrom a primary class studying a river ecosystem. Perceptions that teachers held were found to besupportive but complex and varied regarding the possibilities and advantages of implementing thistype of teaching design in the everyday classroom. The paper finishes by identifying some implicationsfor teacher training to support fieldwork and ecological literacy in primary schools in the future. ER - TY - JOUR T1 - Lärares teknikdidaktiska kompetens och dess betydelse för elevers teknikintresse T2 - Nordina : Nordic studies in science education SN - 1504-4556 A1 - Mattsson, Gunilla PY - 2005 VL - 1 SP - 43 EP - 57 LA - swe ER - TY - JOUR T1 - Barns kommunikation och lärande i fysik genom praktiska experiment T2 - NorDiNa SN - 1504-4556 A1 - Nilsson, Pernilla PY - 2005 VL - 1 IS - 1 SP - 58 EP - 69 LA - swe PB - Oslo : Naturfagsenteret KW - kommunikation KW - praktiska experiment AB - Physics is often considered to be a difficult, abstract and boring school subject. This article describes astudy of 11-year old children’s discussions of scientific concepts related to experiments in the classroomand to the Liseberg amusement park. The study was made in May 2004 and the empirical materialconsists of tape recorded group discussions from the preparation lesson before the amusement parkvisit. The analysis focuses on how children use, develop and verify their knowledge, and how theyexpress an increased construction of knowledge and understanding through the dialogues. The discussionsindicate an ability to develop, explain and exemplify physical phenomena and concepts andconnect them to their everyday experiences ER - TY - JOUR T1 - Recognizing the needs - Student teachers´ learning to teach from teaching T2 - NorDiNa SN - 1504-4556 A1 - Nilsson, Pernilla PY - 2008 VL - 1 IS - 4 SP - 92 EP - 107 LA - eng PB - Oslo : Naturfagsenteret AB - This paper is based on an exploration of the ways in which primary science student teachers recognizeand learn about issues that shape their own professional learning. The paper discusses differentperspectives of “knowledgebase needed for teaching” and Shulman’s concept of pedagogical contentknowledge, and explores how elements of knowledge are to be recognized and further developedwithin primary teacher education. Primary science student teacher participants (n = 25) were stimulatedto use portfolios as a tool to reflect upon situations within their six weeks teaching practice inpre- and primary schools in order to facilitate recognizing their knowledge needs. The results give aninsight into what situations within the teaching practice that student teachers consider as importantfor their own learning to teach primary maths and science ER - TY - JOUR T1 - Muntlig kommunikation under en lektion om energikällor i årskurs 5 T2 - NorDiNa SN - 1504-4556 A1 - Norberg Brorsson, Birgitta A1 - Enghag, Margareta A1 - Engström, Susanne PY - 2014 VL - 1 IS - 10 SP - 46 EP - 62 LA - swe AB - There are alarming signals of a decreasing interest in science among students and, according to research, one reason for this development is the exclusion of the students’ experiences and thoughts in the teaching process. This article presents a study of oral communication patterns during a lesson on energy sources in year five in a Swedish primary school. The teaching sequence is analysed with both quantitative and qualitative methods to make evident the use of question – answer patterns, roles, and genres. The teacher creates a dialogue, using both everyday and academic language to explain complicated concepts, and allowing plenty of time for the students’ contributions. The students are also given opportunities to internalise the scientific language by means of demanding roles and genres. By including writing elements this wholly oral lesson would have provided even greater learning opportunities. ER - TY - JOUR T1 - Student reasoning while investigating plant material T2 - NorDiNa SN - 1504-4556 A1 - Näs, Helena A1 - Ottander, Christina PY - 2008 VL - 2 IS - 4 SP - 177 EP - 191 LA - eng PB - Oslo och Göteborg KW - primary school KW - photosynthesis KW - reasoning KW - plant tasks KW - mellanstadiet KW - fotosyntes KW - uppgifter om växter KW - elevresonemang KW - subject didactics KW - ämnesdidaktik AB - In this project, 10-12 year old students investigated plant material to learn more about plants and photosynthesis. The research study was conducted to reveal the students’ scientific reasoning during their investigation and also to establish what they already knew, what they wanted to know, and what they actually learned about plants and photosynthesis. The eleven different tasks helped students investigate plant anatomy, plant physiology, and the gases involved in photosynthesis and respiration. The study was carried out in the ordinary classrooms. The collected data consisted of audio-taped discussions, students’ notebooks, and field notes. Students’ discussions and written work, during the different plant tasks, were analysed to see how the students’ learning and understanding processes developed. The analysis is descriptive and categorised from a modified general typology of student’s epistemological reasoning. The study shows students’ level of interest in doing the tasks, their struggle with new words and concepts, and how they develop their knowledge about plant physiology. The study confirms that students, in this age group, develop understanding and show an interest in complicated processes in natural science, e.g. photosynthesis. ER - TY - JOUR T1 - Students’ language use when talking about the evolution of life – negotiating the meaning of key terms and their semantic relationships T2 - Nordic Studies in Science Education A1 - Olander, Clas A1 - Ingerman, Åke PY - 2010 VL - 1 IS - 6 SP - 92 EP - 106 LA - eng KW - social language KW - interlanguage KW - meaning and sense KW - evolution AB - In this paper, we explore an idea from Vygotsky about the meaning and sense of words, and how it manifests itself in students’ talk. This is done by analysing the discussions of 15-year old Swedish students participating in teaching activities concerning biological evolution. It turned out that the students seldom articulated the scientific terms. Instead, they contextualised by them using three strategies – paralleling, transferring, and delimiting. All three of these strategies have merits and drawbacks in connection with ‘meaning’ of single terms. However, when combining the terms into thematic patterns, the students formed rather sound and coherent scientific explanations. This is understood as relying on the students’ use of an interlanguage where colloquial expressions serve as an asset in sense-making. The verbalisation of an explanation in an interlanguage is advantageous when communicating in social life outside the science classroom, and thus the possibility of further sense making is enhanced. ER - TY - JOUR T1 - Teaching biological evolution - internal and external evaluation of learning outcomes T2 - Nordic Studies in Science Education SN - 1504-4556 A1 - Olander, Clas PY - 2009 VL - 2 IS - 5 SP - 171 EP - 184 LA - eng AB - This paper reports from a study where teachers and researchers collaborate on designing and validating topic-oriented teaching-learning sequences. In an iterative process, data about learning and teaching biological evolution are generated through continuous cycles of design, teaching, evaluation, and redesign. The study involved 180 Swedish students aged 11 – 16, and the overall learning aim was that the students should be able to use the theory of evolution as a tool when explaining the development of life on earth. The aim of this paper is to validate the students’ learning outcome, estimated as appropriation of scientific ways of reasoning in written answers. The students’ answers of questions are analysed before and after interventions (internal evaluation), and compared with the answers from a national sample (external evaluation). The students in the experimental group did develop their reasoning, and they attained the aim, to a greater extent than a national sample. ER - TY - JOUR T1 - Health Care or Atom Bombs: Interest profiles in science among 15-year old students in Sweden T2 - NorDiNa SN - 1504-4556 A1 - Oscarsson, Magnus A1 - Karlsson, Karl Göran PY - 2011 VL - 2 IS - 7 SP - 190 EP - 201 LA - eng PB - Oslo AB - The ROSE survey explores which science topics 15-year-old students want to study. By carrying out a factor analysis on results from Sweden it was possible to describe ten interest profiles. The interest profile with the strongest connection to the students’ interest in school science consists of topics such as explosive chemicals, ABC weapons, electric shocks, atoms and molecules. Only a minority of the students has these interests, but it is this minority who appreciates school science and who chooses to study science at upper secondary school. The factor analysis also reveals large differences between genders and furthermore, that the students’ own interests govern their choice of study programme at upper secondary school. ER - TY - JOUR T1 - Science for all or science for some: What Swedish science students want to learn about in secondary science and technology and their opinions on science lessons. T2 - NorDiNa SN - 1504-4556 A1 - Oscarsson, Magnus A1 - Jidesjö, Anders A1 - Karlsson, Karl Göran A1 - Strömdahl, Helge PY - 2009 VL - 2 IS - 5 SP - 213 EP - 229 LA - eng KW - education AB - This article presents Swedish results from ‘the Relevance of Science Education’ (ROSE) study, which is a large world wide comparative research project based at the University of Oslo. The Swedish sample consisted of 751 students, most of whom were 15 years old, from 29 schools and data were collected inspring 2003. Student opinions about science lessons are presented in relation to enrolment intentions for upper secondary school together with what they want to learn about in science and technology.The findings indicate that secondary science instruction seems to address only a minority of the students, those that have chosen science or technology in their further education. At the same time, all students have interest in science and technology and many seem most interested in some important issues in societal development. The results are discussed from the perspective of learners and contribute to the debate about establishing a scientific literacy approach in compulsory education. ER - TY - JOUR T1 - Science in society or science in school: Swedish secondary teachers' beliefs about science and science lessons compared with what their students want to learn T2 - NorDiNa SN - 1504-4556 A1 - Oscarsson, Magnus A1 - Jidesjö, Anders A1 - Strömdahl, Helge A1 - Karlsson, Karl Göran PY - 2009 VL - 1 IS - 5 SP - 18 EP - 34 LA - eng KW - education AB - Abstract This article presents comparisons concerned with secondary school science teachers’ and their students’beliefs about science and technology and also what science content secondary science teachersteach and what their students want to learn. Student data are part of the Relevance of Science Education(ROSE) study and the teacher data are part of an extensive study carried out only in Sweden. Theresults indicate that both secondary science teachers and their students are optimistic about scienceand technology as essential parts of societal development. When content from these knowledge fieldsis considered for instruction, significant disparities exist between what teachers teach and what theirstudents want to learn. Additional results concerning the secondary science teachers’ beliefs, ‘out-ofschoolexperiences’, ‘Science Technology and Society’ (STS) approaches and ‘inquiry-based instruction’are pointed out as important for the development of science instruction in secondary schools. Theresults are discussed in the contexts of students’ voices and teachers’ beliefs. ER - TY - JOUR T1 - Metaphorical concepts in molecular biology students' texts - a way to improve subject-matter understanding T2 - NorDiNa SN - 1504-4556 A1 - Pelger, Susanne A1 - Fredriksson, Alexandra PY - 2016 VL - 1 IS - 12 SP - 90 EP - 106 LA - eng PB - : University of Oslo ER - TY - JOUR T1 - Att utgå från frågor och situationer i förskolans vardag: Vilket naturvetenskapligt innehåll kan det leda till? T2 - NorDiNa: Nordic Studies in Science Education SN - 1504-4556 A1 - Pendrill, Ann-Marie A1 - Hansson, Lena A1 - Löfgren, Lena PY - 2014 VL - 1 IS - 10 SP - 77 EP - 89 LA - swe PB - : University of Oslo AB - Identifying and building on children’s questions and everyday situations is often discussed as a basis for science learning in preschool. With a starting point in such questions and situations, children should be given the opportunity to investigate and search for answers. What questions and situations do preschool teachers identify as possible bases for science learning? What science content is present? To what extent are the questions possible to investigate for children and preschool teachers through experiments and observations or theoretical studies? The paper presents children’s questions and everyday situations that might form the basis for science learning, as identified by preschool teachers taking part in a science in-service training course. Based on a content analysis, we discuss possibilities and difficulties that preschool teachers may face in their practice when they try to use these questions and situations as a basis for science learning. ER - TY - JOUR T1 - Teachers’ Perceived Requirements for Collaborating with the Surrounding World T2 - NorDiNa SN - 1504-4556 A1 - Pendrill, Ann-Marie A1 - Sagar, Helena A1 - Wallin, Anita PY - 2012 VL - 3 IS - 8 SP - 227 EP - 243 LA - eng PB - : University of Oslo AB - This study identifies teachers’ perceptions of requirements for including collaborations with the surrounding world in their teaching practice, with the aim of providing authentic and entrepreneurial learning environments for students. School management, time and teachers’ personal character traits and disposition were the most frequently stated areas of concern, followed by colleagues, surrounding world, economy and professional development. Concerns not previously identified include economy, localities, local curriculum, teachers’ unions as well as time to reflect and adjust to a different teaching approach. The results are worth considering for school and teacher development aimed at increasing school collaboration with the surrounding world ER - TY - CHAP T1 - Leken som redskap i lärandet i miljö i grundskolans tidigare årskurser T2 - Ämnesdidaktiska brobyggen A1 - Persson, Christel PY - 2006 SP - 193 EP - 204 LA - swe PB - Karlstad : Karlstad University Press ER - TY - JOUR T1 - En fallstudie av lärares intentioner med och utfallet av ämnesintegrerad naturvetenskaplig undervisning i skolår 9 T2 - NorDiNa SN - 1504-4556 A1 - Persson, Helena A1 - Ekborg, Margareta A1 - Ottander, Christina PY - 2012 VL - 1 IS - 8 SP - 73 EP - 88 LA - swe PB - Oslo : Naturfagsenteret KW - didactics of natural science KW - naturvetenskapens didaktik AB - In this paper we report a study about two teachers’ intentions with integrated science in lower secondaryschool and how these intentions turn out in their classrooms. The study is based on intentionalanalysis of interviews and classrooms observations. The teachers’ intentions are a result of internaland external factors. Internal factors for organizing teaching as integrated science were to let thestudents get a holistic understanding of the science content, to be able to apply knowledge and to seethe relevance in their daily lives. External factors were school organization and syllabuses. In practicethe teachers clearly connected to the students’ daily life while the holistic approach did not seem tobe as important. In classroom reality the external factors became important and made the teacherschange their actions. ER - TY - JOUR T1 - Features and Functions of Scientific Language(s) in TIMSS 2011 T2 - NorDiNa SN - 1504-4556 A1 - Persson, Tomas A1 - af Geijerstam, Åsa A1 - Liberg, Caroline PY - 2016 VL - 2 IS - 12 SP - 176 EP - 196 LA - eng KW - science education KW - large-scale studies KW - scientific language KW - timss KW - systemic functional linguistics KW - curriculum studies AB - This study examines differences in language use in different scientific subjects by analysing all grade 8 science items from TIMSS 2011. Four meaning dimensions are identified as central for analysing what functions different linguistic features fulfil in scientific language. They concern the levels of Packing, Precision and Presentation of information, and the level of Personification in a text.The results show that language use in TIMSS differs in some ways among the scientific subjects. Average physics language uses more words. Language use in biology shows higher Packing and lower Precision, while physics shows the opposite pattern. Although items are generally low in Personification, the language of physics has higher levels of Personification, especially compared to earth science. Language in chemistry often presents information in more complex ways. According to these results, the study appears to challenge the notion that there is a single scientific language. ER - TY - JOUR T1 - Den elektriska kretsen - En explorativ studie av svenska elevers uppfattningar angående den elektriska kretsen T2 - NorDiNa SN - 1504-4556 A1 - Rengman, Helen A1 - Johansson, Helen A1 - Jeppsson, Fredrik PY - 2010 VL - 2 IS - 6 SP - 173 EP - 191 LA - swe AB - This study has developed as a part of an ongoing co-operation between Taiwan, Finland and Sweden with the purpose of examining and comparing the conceptions of students of different ages concerning electric circuits. The purpose of this explorative study is to find out what conceptions Swedish students of different ages have concerning the electric circuit. The study has been accomplished by means of semi-structured interviews. Altogether nine students in the age of eleven, fifteen, seventeen and eighteen have been interviewed. The interviews have been analyzed partly from Kärrqvist’s (1985) models that students have shown regarding electric circuits. The result inter alia demonstrates that three models are to be found among the respondents corresponding to Kärrqvist’s (1985) ideas. In addition, we discovered a new model, which does not correspond to Kärrqvist’s (1985) models or any other known model in the literature. The new model has been named “kopplingsberoende modell” (connection-dependent model). Furthermore we revealed that all the respondents had the idea of a closed circuit where they often used the word wire to describe end explain the electric circuit. ER - TY - JOUR T1 - Att börja tala 'biokemiska': betydelsen av metaforer och hjälpord för meningsskapande kring proteiner T2 - NorDiNa SN - 1504-4556 A1 - Rundgren, Carl-Johan PY - 2006 VL - 5 IS - 1 SP - 30 EP - 42 LA - swe KW - subject didactics KW - ämnesdidaktik AB - This paper deals with the process of acquiring a subject-specific language. When confronted with the visual representations and scientific terms of molecular life science, students try to make meaning using the language they have access to and their prior experience. In this process students use a kind of intermediate language, with frequent use of metaphors. Some metaphors can be traced back to the teaching they have experienced, while some are spontaneous metaphors created by the students. They also make use of words that seemingly have no meaning, here referred to as helpwords. The results from this study indicate that spontaneous metaphors and helpwords are important in learning situations, especially in an abstract discipline such as molecular life science. This paper aims to give a preliminary theoretical description of the phenomenon of helpwords, based on an interview study of 20 students taking natural science courses in their upper secondary school education. ER - TY - JOUR T1 - Teachers’ Perceived Requirements for Collaborating with the Surrounding World T2 - NorDiNa : Nordic Studies in Science Education SN - 1504-4556 A1 - Sagar, Helena A1 - Pendrill, Ann-Marie A1 - Wallin, Anita PY - 2012 VL - 3 IS - 8 SP - 227 EP - 243 LA - eng ER - TY - JOUR T1 - Assocationsverktyg som ett sätt att studera studenters diskussion kring naturvetenskapliga begrepp T2 - NorDiNa SN - 1504-4556 A1 - Stolpe, Karin A1 - Stadig Degerman, Mari PY - 2008 VL - 1 IS - 4 SP - 35 EP - 47 LA - swe KW - technology AB - This article aims to describe a new tool, the association tool, to collect data of students- discussions on scientific concepts. We have tested the association tool in two different situations. In the first, the association tool was used by student teachers in group-work. The students (two groups, which con- sisted of two and three students respectively) were asked to associate ATP (adenosine triphosphate), a concept with which they are familiar, with other concepts. In the second situation, the association tool was used in an interview situation dealing with the concepts of energy and heat. Three student teachers were interviewed. Both situations were videotaped and the transcripts were analysed quali- tatively and quantitatively to show different ways of using the association tool. The association tool yielded rich data on the discussions of the concepts useinteractions in group-work and an interview situation. ER - TY - JOUR T1 - ”Vi går in och tittar i mappen” [“Let’s go look inside the folder”]: En lärares språkliga strukturering av rumslighet i programmeringsundervisning [A teacher’s way of structuring spatiality when teaching programming] T2 - NorDiNa SN - 1504-4556 A1 - Stolpe, Karin A1 - Larsson, Andreas PY - 2023 VL - 2 IS - 19 SP - 134 EP - 147 LA - swe PB - Oslo, Norway : Naturfagsenteret AB - Spatial abilities are one of many predictors for students’ learning of programming. This exploratory stu-dy aims to investigate how a teacher structure spatiality by means of verbs that indicate motion. Data consists of transcribed talk from YouTube videos that the teacher recorded for teaching purposes. The three most common verbs, surf, drive and go, were chosen for systematic identification of metaphors in scenes. The results indicate that “köra” (‘drive’) has divergent meanings in the context of web server programming, compared to their most basic meaning. However, since “drive” has its specific meaning in the context of programming, the metaphor has been conventionalised. For the verbs “surf” and “go” the metaphoric use indicate a motion into a confound area. The motion has the direction “in” or “out”, which gives some indications of spatiality. Overall, the clues on the spatiality of programming from the teachers’ linguistic utterances are sparce. Implications for education are discussed. ER - TY - JOUR T1 - ”Alla gör fel?!” – Hinder för lärares bedömning av elevers praktiska förmågor under ett nationellt prov T2 - NorDiNa SN - 1504-4556 A1 - Sund, Per A1 - Sund, Louise PY - 2017 VL - 1 IS - 13 SP - 3 EP - 16 LA - swe AB - Storskaliga och kostsamma nationella tester genomförs i hela västvärlden och tar stora lärarresurser i anspråk. Med stora satsningar som dessa är det viktigt att ställa frågan om betygsunderlaget som genereras är likvärdigt? Studiens titel, ”alla gör fel” anspelar på just detta och kommer från en elevs uttalande då eleven inser det sannolika i att samtliga elever i elevgruppen gör på samma sätt av sociala skäl istället för att använda sig av sina individuella naturvetenskapliga kunskaper. Denna fallstudie undersöker svenska lärares möjligheter att bedöma elevers individuella förmågor i tre undervisningsgrupper under genomförandet av ett praktiskt delmoment i det nationella provet i kemi i åk 9. Datainsamling genomfördes med två fasta videokameror och tre par spionglasögon. Trots att provinstruktioner till elever och lärare är väl utvecklade och bedömningsanvisningar till läraren är detaljerade visar resultaten i denna studie att det är svårt att bedöma elevers individuella praktiska förmågor. Det finns många olika slags faktorer som påverkar provresultatet. En sådan faktor är provet genomförs i en laborationssal där situationen skiljer sig väsentligt från miljön för ett teoretiskt prov i ett klassrum. En annan faktor är att det under den praktiska provdelen i en laborationssal närmast är omöjligt för eleverna att undvika att kommunicera. Studiens resultat visar att det finns påverkansfaktorer som sociala interaktioner och systematiska fysiska felkällor. I resultatet diskuteras hur lärares möjligheter att bedöma elevers individuella praktiska förmågor under nationella prov bättre kan säkerställas. ER - TY - JOUR T1 - Tekniska system i grundskolan - kritiska aspekter som didaktiska möjligheter T2 - NorDiNa SN - 1504-4556 A1 - Svensson, Maria PY - 2011 VL - 2 IS - 7 SP - 111 EP - 125 LA - swe KW - tekniska system KW - kritiska aspekter KW - fenomenografi AB - This study is a contribution to educational research field in technology in the form of a synthesized analysis of two phenomenographic studies of young people's experience of technological systems. Knowledge about technological systems such as information-, energy- and communication systems are included in the curriculum of the subject technology in several countries, including Sweden. Research related to the school subject technology, shows that teaching about technological system is limited and that there is an uncertainty among teachers about what the learning of technical systems implies. The purpose of this study is to identify aspects that may underlie learning about technological systems. The result of the study is young people's experience of technological systems described in terms of three dimensions of variation: resource, intent and structure. Looking at the dimensions of variation from an educational perspective, they offer a starting point for teachers when they plan instruction on technological systems. If teacher’s address their own and young people's attention on dimensions of variation enables powerful ways of learning about technological systems. ER - TY - JOUR T1 - Platsens betydelse för lärande och undervisning: ett utomhuspedagogiskt perspektiv T2 - NorDiNa SN - 1504-4556 A1 - Szczepanski, Anders PY - 2013 VL - 1 IS - 9 SP - 3 EP - 17 LA - swe PB - : Naturfagsenteret KW - education AB - The study describes how 19 teachers linked to preschool and comprehensive school experience the importance of place for learning and teaching in an outdoor educational context. The methodological approach is phenomenographic. The semi-structured interviews are based on pictorial material intended to illustrate different physical learning environments. Nine categories and four place-related perspectives can be distinguished. The result shows that there is sometimes a didactic uncertainty around places for teaching and learning outside the classroom walls. The availability of different places in the outdoors, a woodland environment and natural materials is seen as meaningful complements in teaching. Town settings, parks and industrial landscapes are to a lesser degree perceived as learning environments. The study shows the experience of teachers using other contexts for learning and teaching than the classroom. Outdoor education is experienced as a place-related toolkit with opportunities to integrate different subjects and anchor teaching in the real world. ER - TY - JOUR T1 - Using hierarchical linear models to test differences in Swedish results from OECD's PISA 2003: integrated and subject-specific science education T2 - NorDiNa SN - 1504-4556 A1 - Åström, Maria A1 - Karlsson, Karl-Göran PY - 2007 VL - 2 SP - 121 EP - 131 LA - eng PB - Härnösand : Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Institutionen för teknik, fysik och matematik KW - science education KW - education AB - The possible effects of different organisations of the science curriculum in schools participating in PISA 2003 are tested with a hierarchical linear model (HLM) of two levels. The analysis is based on science results. Swedish schools are free to choose how they organise the science curriculum. They may choose to work subject-specifically (with Biology, Chemistry and Physics), integrated (with Science) or to mix these two. In this study, all three ways of organising science classes in compulsory school are present to some degree. None of the different ways of organising science education displayed statistically significant better student results in scientific literacy as measured in PISA 2003. The HLM model used variables of gender, country of birth, home language, preschool attendance, an economic, social and cultural index as well as the teaching organisation. ER - TY - JOUR T1 - Naturmöten och källsortering - En kvantitativstudie om lärande för hållbar utveckling i förskolan T2 - Nordina SN - 1504-4556 A1 - Ärlemalm-Hagsér, Eva A1 - Sundberg, Bodil PY - 2016 VL - 2 IS - 12 SP - 140 EP - 156 LA - swe KW - förskola KW - hållbar utveckling KW - hållbarhet ER - TY - JOUR T1 - Harmoni eller konflikt? en fallstudie av meningsinnehållet i utbildning för hållbar utveckling T2 - NorDiNa SN - 1504-4556 A1 - Öhman, Marie A1 - Öhman, Johan PY - 2012 VL - 1 IS - 8 SP - 59 EP - 72 LA - swe PB - Oslo, Norway : Naturfagsenteret / Norwegian Centre for Science Education KW - education AB - Conflict or harmony between economic, ecologic and social sustainability are two opposing perspectivesthat have appeared in the current debate about sustainable development. The aim of this studyis to investigate how the relations between these sustainability aspects are established in a concreteschool practice. The present study is a case study and investigates two classes of Swedish upper secondarystudents presenting a three-weeks thematic assignment concerning sustainable urban planning.The empirical material consists of field notes, audio-recordings, video-recordings and students’texts. In order to analyse the students’ meanings about sustainable development a method inspiredfrom pragmatic discourse analysis is used. The findings show how the students in their language usageconstitute a harmony perspective on sustainable development. The results and implications forteaching and learning are finally discussed. ER - TY - JOUR T1 - Students’ understanding of redox reactions in three situations T2 - NorDiNa SN - 1504-4556 A1 - Österlund, Lise-Lotte A1 - Ekborg, Margareta PY - 2009 VL - 2 IS - 5 SP - 115 EP - 127 LA - eng KW - subject didactics KW - ämnesdidaktik KW - didactics of chemistry KW - kemididaktik AB - Redox models that explain electrochemical issues have been found to be difficult to teach and to learn. The aim of this study was to investigate students’ reasoning about redox reactions in three situations, how they used the activity series of metals and if they transferred knowledge between domains. Semi-structured interviews were carried out with ten students on two different occasions and dealt with three situations 1) a laboratory practical on corrosion; 2) a demonstration of zinc and copper sulphate solution; and 3) a corroded sculpture. The results indicated that the electron model was fundamental and reinforced. The identification of the reducing agent in the situations was unproblematic. The students’ conceptions regarding the oxidizing agent varied and diverged from the scientific model in some situations. Depending on the situation, the activity series of metal became a tool as well as an obstacle. Some transfer of knowledge between the classroom and the outdoor situation was indicated. ER - TY - JOUR T1 - Gruppdiskussioner runt kontextrika problem i fysik – Hur ska problemen utformas? T2 - NorDiNa: Nordisk Didaktikk i Naturfag / Naturorienterende ämnen A1 - Benckert, Sylvia A1 - Pettersson, Sune A1 - Aasa, Sverker A1 - Johansson, Ove A1 - Norman, Robert PY - 2005 VL - 2 SP - 36 EP - 50 LA - swe ER - TY - JOUR T1 - Lärares mål med laborativt arbete: Utveckla förståelse och intresse T2 - NorDiNa: Nordisk Didaktikk i Naturfag / Naturorienterende ämnen A1 - Högström, Per A1 - Ottander, Christina A1 - Benckert, Sylvia PY - 2006 VL - 5 SP - 54 EP - 66 LA - swe ER - TY - JOUR T1 - School, friends, or a matter of personality? A multidimensional approach to exploring sources of tolerance among students T2 - NorDiNa SN - 1504-4556 A1 - Lundberg, Erik PY - 2018 VL - 2 SP - 155 EP - 173 DO - 10.18261/issn.1891-5949-2018-02-05 LA - eng PB - : Cappelen Damm AS - Cappelen Damm Akademisk KW - tolerance KW - youth KW - school climate KW - intergroup attitudes KW - prejudice KW - intercultural studies KW - interkulturella studier AB - The school is often emphasized as the societal institution with a universal mandate for promoting democratic values such as tolerance among the younger generation. This study explores the role of a positive school context for tolerance among Swedish students between 14 and 20 years old, simultaneously taking into account competing explanations such as social networks and personal traits. Results show that factors at the school level are associated with tolerance. However, socioeconomic factors and social networks tend to play a more important role. The study concludes by drawing attention to the role of schools as inclusive communities for students from different ethnical and social backgrounds. ER - TY - JOUR T1 - Aesthetic practice as part of work with sustainability, participation and learning environments - Examples from a finnish and Swedish preschool T2 - Nordic Studies in Education SN - 1891-5914 A1 - Karlsson Häikiö, Tarja A1 - Mårtensson, Pernilla A1 - Lohilahti, Liisa PY - 2020 VL - 4 IS - 40 SP - 343 EP - 361 DO - 10.23865/NSE.V40.2601 LA - eng KW - aesthetic education KW - early childhood education KW - participation KW - sustainability AB - The aim of the article is to highlight and discuss the relationship between core activities in early childhood and primary education, with a special focus on aesthetic practice in relation to sustainability, participation, project work and learning environments. The two preschools presented, one in Finland and one in Sweden, work with ecology and sustainable education in their daily practice. The result of the study comprises a presentation of and reflections on photographs as visual representations of educational activities, learning environment settings, as well as daily educational work. © 2020 T. K. Häikiö, P. Mårtensson & L. Lohilahti. This is an Open Access article distributed under the terms of the Creative Commons CC-BY 4.0 License. ER - TY - JOUR T1 - Science Studies teachers’ selection of content when teaching for Sustainable Development T2 - Nordic Studies in Science Education SN - 1894-1257 A1 - Brommesson, Sara A1 - Jönsson, Anders A1 - Einarsson, Elisabeth PY - 2024 VL - 2 IS - 20 SP - 124 EP - 139 DO - 10.5617/nordina.10144 LA - eng PB - : University of Oslo, Norwegian Centre for Science Education AB - Education for Sustainable Development (ESD) advocates a holistic teaching approach, acknowledging so-cial, economic, and environmental perspectives and their relations in striving for sustainable development (SD). It is through understanding these unique perspectives and their interrelations that solutions to SD problems, resolution of SD conflicts and ways to sustainability can be found. Holistic teaching can pose challenges for teachers when choosing what teaching content to include when teaching sustainability. Additionally, the literature does not clearly define what content is to be included within ESD. This study conducted focus group discussions to investigate what content 11 Science Studies teachers chose and whether their teaching approach was holistic when teaching for SD. The findings identified four themes of taught content. The participating teachers included different relationships between the environmental, societal, and economic dimensions of SD. However, the teachers had challenges with the relationships connected to the economic dimension of SD. ER - TY - JOUR T1 - What and why in teaching about sustainability - Swedish science teachers’ emphasis on content choice when teaching Sustainable Development T2 - NorDiNa SN - 1504-4556 A1 - Forsler, Annika A1 - Nilsson, Pernilla A1 - Walan, Susanne PY - 2024 VL - 1 IS - 20 SP - 4 EP - 21 DO - 10.5617/nordina.10159 LA - eng PB - Oslo : University of Oslo KW - biology AB - Education has responded to global Sustainable Development (SD) goals by drawing on a range of issuerelated, context-based, and cross-curricular approaches to teaching SD. This paper aims to examine how teachers describe the content in SD and how they justify this content concerning their teaching practice. The Pedagogical Content Knowledge (PCK) framework, with its reflective tool Content Representation (CoRe), was used in combination with semi-structured interviews to capture 18 Swedish upper-secondary science teachers’ reflections. The results indicate four themes of content that the teachers emphasise: energy and global warming, ecosystem services and biodiversity, presence of harmful substances and materials in nature, and imbalance of natural substances in nature. The teachers justified these content themes in terms of the importance of students’ gaining different perspectives (local, global, ecological, social, and economic), belief in the future, action competence, and general scientific education. The paper contributes to sustainability education research, as it focuses on teaching sustainability in the light of the PCK framework. Also, it can support and inspire teachers when they decide what content to include when teaching SD. © 2024 University of Oslo, Norwegian Centre for Science Education. All rights reserved. ER - TY - JOUR T1 - Matriser, krafter och fysik: Elevers levda erfarenheter av bedömningsmatriser i grundskolans fysikundervisning T2 - NorDiNa SN - 1504-4556 A1 - Hallström, Henrik A1 - Levinsson, Magnus PY - 2024 VL - 1 IS - 20 SP - 72 EP - 85 DO - 10.5617/nordina.10201 LA - swe PB - : University of Oslo Library KW - teacher education and education work KW - lärarutbildning och pedagogisk yrkesverksamhet AB - Over the past decade, the use of rubrics for formative purposes in science education has attracted at-tention for its potential to positively influence students’ self-regulation and learning. This study explores students’ lived experiences of using rubrics as part of learning about the concept of force in the physics classroom. To address these experiences, 19 compulsory school students were interviewed about their use of a rubric specifically designed for an assignment on force and motion. Three main themes emerged from an analysis of the descriptions of their lived experiences: (i) rubrics provide a sense of control; (ii) rubrics are required for high grades, but create stress; and (iii) rubrics foster strategic learning. The experiences revealed in these themes have the potential to deepen our understanding of the challenges involved in using rubrics to teach physics and have implications for teaching students about force ER - TY - JOUR T1 - Matriser, krafter och fysik: Elevers levda erfarenheter av bedömningsmatriser i grundskolans fysikundervisning: Rubrics, forces and physics: Students’ lived experiences of assessment rubrics in compulsory physics teaching T2 - Nordic Studies in Science Education SN - 1504-4556 A1 - Hallström, Henrik A1 - Levinsson, Magnus PY - 2024 VL - 1 IS - 20 SP - 72 EP - 85 DO - 10.5617/nordina.10201 LA - swe PB - : University of Oslo Library KW - formativ bedömning KW - bedömningsmatriser KW - fysikdidaktik AB - Over the past decade, the use of rubrics for formative purposes in science education has attracted attention for its potential to positively influence students' self-regulation and learning. This study explores students' lived experiences of using rubrics as part of learning about the concept of force in the physics classroom. To address these experiences, 19 compulsory school students were interviewed about their use of a rubric specifically designed for an assignment on force and motion. Three main themes emerged from an analysis of the descriptions of their lived experiences: (i) rubrics provide a sense of control; (ii) rubrics are required for high grades, but create stress; and (iii) rubrics foster strategic learning. The experiences revealed in these themes have the potential to deepen our understanding of the challenges involved in using rubrics to teach physics and have implications for teaching students about force. ER - TY - JOUR T1 - Elevsamtal om samhällsfrågor med naturvetenskapligt innehåll: beskrivning och tolkning av en bildningsprocess i praktiken T2 - NorDiNa SN - 1504-4556 A1 - Fridolfsson, Anna-Karin A1 - Bundsen, Andreas A1 - Bossér, Ulrika PY - 2025 VL - 2 IS - 21 SP - 160 EP - 175 DO - 10.5617/nordina.10204 LA - swe PB - : University of Oslo Library KW - pedagogics and educational sciences KW - pedagogik och utbildningsvetenskap AB - One aim of science teaching is to prepare students for civic reasoning about socioscientific issues. This study analyses student conversations about socioscientific issues organised with inspiration from Harkness-teaching. Conversations were based on students’ own questions and focused on collaborative exploration. Categories were constructed to describe how students practiced the model of conversation and what content they applied as frames of references in meaning making. The results show that the students engaged in explorative discourse, where it was possible to invite each other, be open with one's uncertainty and to introduce new perspectives. Alongside science, social science and ethics, students used historical and international perspectives, perspectives of other humans, general opinions and personal experiences as frames of reference. The categories were employed to interpret conversations in terms of Bildung, suggesting that the conversations could instantiate Bildung-oriented teaching in practice.    ER - TY - JOUR T1 - Upper secondary students’ ways of positioning the science studies course as potentially relevant to their lives T2 - Nordic Studies in Science Education SN - 1894-1257 A1 - Andersson, Johanna A1 - Hansson, Lena A1 - Leden, Lotta PY - 2025 VL - 1 IS - 21 EP - 1 DO - 10.5617/nordina.10259 LA - eng PB - : University of Oslo, Norwegian Centre for Science Education AB - This article focuses on Swedish upper secondary students’ ways of positioning the course science studies (Swe: Naturkunskap) as potentially relevant to their lives. Six focus groups with students (N=24) studying programmes other than science and technology programmes were conducted. Through an inductively oriented thematic analysis, five themes representing different ways to position science studies as potentially relevant were developed: Relevance for future vocational life; Relevance for self-fulfilment, Relevance for actions in everyday life; Relevance for handling information in society; Relevance for having an impact on the world. The study contributes to knowledge about in what ways science education can be experienced as relevant to students who do not specialise in science, from the lens of the student’s perspective. We argue that the themes can support teachers’ and students’ joint reflections concerning the relevance of science studies. ER - TY - JOUR T1 - Reoccurring science identities: Swedish secondary students’ interest in science and technology compared 2003 and 2020 T2 - NorDiNa SN - 1504-4556 A1 - Westman, Anna-Karin A1 - Jidesjö, Anders A1 - Oskarsson, Magnus PY - 2025 VL - 1 SP - 102 EP - 116 DO - 10.5617/nordina.10260 LA - eng PB - : University of Oslo Library KW - science education KW - collective identities KW - interest AB - This paper examines Swedish secondary students’ interest in science and technology from a gender perspectivein a comparative research design using quantitative data collected 2003 and 2020. National datahas been collected from 610 15-year-old students in 2020 as part of a large-scale comparative researchproject, the Relevance of Science Education - Second (ROSES) and compared with data from the Relevanceof Science Education (ROSE) study from 2003. The results empirically update the research field and showa reoccurring interest pattern with minor changes. Content related to space and unexplained phenomenaare still ranked as interesting to learn about. Girls are interested in health issues and the human body,space, dreams and the human soul. Boys favour items about space, inventions and discoveries togetherwith ABC weapons. Minor developments are that interest in learning about diets and exercise as wellas technology has declined. The least interesting things to learn are almost the same as in 2003, with several topics connected to the national science curriculum. The character of students’ interest in S&T isframed and discussed using the theoretical approach of science identity. The stable character with minorchanges is discussed as reoccurring science identities interpreted by the differentiation hypothesis of the“person-object theory of interest”. Gender differences are interpreted as collective identities shown to be‘domain specific’ not ‘subject specific’ and the content level of analysis provide specificity to ‘interest patterns’which has not been well described earlier in the research literature. Research consequences of thisconceptualization and implications for school practice is critically discussed. A research implication fromthis conceptualization is the importance for future studies to investigate varieties of collective identities. ER - TY - JOUR T1 - Students’ reasoning on searching scientific information online: developing a model for digital versatility T2 - NorDiNa SN - 1504-4556 A1 - Lodén, Anna A1 - Lönngren, Johanna A1 - Ottander, Christina PY - 2025 VL - 1 IS - 21 SP - 117 EP - 134 DO - 10.5617/nordina.10347 LA - eng PB - Oslo : University of Oslo, Norwegian Centre for Science Education KW - science KW - digital versatility KW - online information KW - didactic model KW - didactics of natural science KW - naturvetenskapens didaktik AB - Accelerating digitalization actualizes the importance of secondary science education in developing students’ digital abilities, such as retrieving and appraising scientific information online. However, there is little research and policy guidance on the purposes and challenges of teaching digital abilities in science classrooms. This article reports on a mixed-methods study that explored how upper secondary school students in Sweden reasoned about their digital abilities when searching for scientific information online. The results reveal three key themes: the role of scientific terminology in improving search accuracy, as students noted how precise terms yielded more credible results; the need for deliberate search strategies, including using questions or keywords depending on the context; and, the impact of selective exposure, as students became aware of how personalized results could reinforce existing beliefs and limit perspective diversity. Based on these insights, we introduce the concept of ‘digital versatility’ and outline a model, Digital Versatility in Online Searching (DVOS), that integrates essential digital abilities (source literacy, information abilities, and search abilities) with scientific subject knowledge. The DVOS model provides guidance for teachers in instructional planning and offers a basis for future research on digital abilities in science education. ER - TY - JOUR T1 - Towards a digital preschool community: Applying activity theory to explore teachers' views and use of digital tools in science activities T2 - NorDiNa SN - 1504-4556 A1 - Otterborn, Anna A1 - Sundberg, Bodil A1 - Schönborn, Konrad PY - 2024 VL - 2 IS - 20 SP - 158 EP - 175 DO - 10.5617/nordina.10350 LA - eng PB - : University of Oslo, Norwegian Centre for Science Education AB - As a result of the increasing digitalisation of society, integration of digital tools has recently been made imperative in Swedish preschool curricula. This study explores how experienced preschool teachers enact this task when teaching science. Thematic analysis of 13 teachers' descriptions of why and how they integrate digital tools revealed that digital tools were purposefully used to simultaneously expand science learning and foster fundamental values according to the curriculum. Children's perspectives, interests, and agency were foregrounded in all activities, and digital and analogue tools were combined to complement children's various ways of learning and provide opportunities for creativity and exploration. The use of Activity Theory as an analytical lens showed that varying epistemological views within communities might cause tensions when experienced teachers pursue their visions of introducing digital tools. An implication of the study is that varying epistemological views and competences within preschool communities need to be resolved to pursue future digitalisation of preschool science at a larger scale. ER - TY - JOUR T1 - Undervisning för hållbarhet i förskolan: en handlingsorienterad didaktisk modell T2 - NorDiNa SN - 1504-4556 A1 - Caiman, Cecilia A1 - Ottander, Christina A1 - Hedefalk, Maria PY - 2025 VL - 1 IS - 21 SP - 53 EP - 69 DO - 10.5617/nordina.10382 LA - swe PB - : Universitetet i Oslo KW - didaktisk modellering KW - förskola KW - undervisning KW - hållbar utveckling KW - curriculum studies AB - To empower the young generation to bring about sustainability change is imperative. Living in Anthropocene requires new forms of teaching for sustainability in order to achieve such paradigm shift in regard to sustainability. We build on John Dewey’s educational idea ‘democracy as a way of life’, a pragmatic orientation which is in alignment with civic education conceptualized as ‘learning as participation’. The research project makes use of didactic modelling, a cyclical process where empirical results and theoretical knowledge have been processed by preschool teachers, principals, and researchers, in close collaboration. A new action-oriented model for teaching sustainability was developed and contains the following: A purpose continuous with an authentic sustainability problem; Children participating in processes that include creativity, deliberation and critical evaluation. These aspects are all embedded in an approach of preschool didactics. In addition, by incorporating children’s voices all along the course of action, an agency process is formed, and consequently, an expanded action repertoire for sustainability is achieved. ER - TY - JOUR T1 - Undervisning för hållbarhet i förskolan – en handlingsorienterad didaktisk modell: [Teaching for Sustainability in  preschool - an action-oriented model] T2 - NorDiNa SN - 1504-4556 A1 - Caiman, Cecilia A1 - Ottander, Christina A1 - Hedefalk, Maria PY - 2025 VL - 1 IS - 21 SP - 53 EP - 69 DO - 10.5617/nordina.10382 LA - swe PB - : Universitetet i Oslo KW - didactics of natural science KW - naturvetenskapens didaktik AB - To empower the young generation to bring about sustainability change is imperative. Living in Anthropocene requires new forms of teaching for sustainability in order to achieve such paradigm shift in regard to sustainability. We build on John Dewey’s educational idea ‘democracy as a way of life’, a pragmatic orientation which is in alignment with civic education conceptualized as ‘learning as participation’. The research project makes use of didactic modelling, a cyclical process where empirical results and theoretical knowledge have been processed by preschool teachers, principals, and researchers, in close collaboration. A new action-oriented model for teaching sustainability was developed and contains the following: A purpose continuous with an authentic sustainability problem; Children participating in processes that include creativity, deliberation and critical evaluation. These aspects are all embedded in an approach of preschool didactics. In addition, by incorporating children’s voices all along the course of action, an agency process is formed, and consequently, an expanded action repertoire for sustainability is achieved. ER - TY - JOUR T1 - Undervisningsutveckling genom analyser av elevers lärande av handlingskompetens gällande antibiotikaresistens T2 - NorDiNa SN - 1504-4556 A1 - Eriksson, Cecilia A1 - Lidar, Malena A1 - Lundqvist, Eva PY - 2024 VL - 2 IS - 20 SP - 247 EP - 262 DO - 10.5617/nordina.10392 LA - swe PB - : University of Oslo Library KW - socio-scientific issues KW - antimicrobial resistance education KW - action competence KW - didactic models KW - curriculum studies AB - The aim of this study is to investigate how teaching about antibiotic resistance and action competence can be designed and modelled based on analyses of student learning. Analyses are made of students’ privileging when asked to discuss complex tasks related to antibiotic resistance where knowledge from multiple disciplines and perspectives is relevant to use and where different courses of action are possible. Teaching were performed in two cycles with a didactic analysis and remodeling of teaching in between. The results make visible how teaching can be modelled by making space for subject knowledge as well as values and priorities. With a sharper focus in the modified teaching, students could debate the content that the teaching was aimed at. We discuss the challenges of finding content that is relevant and engaging for students and that also draws attention to multiple perspectives and potential conflicts of interest on the issue. ER - TY - JOUR T1 - Kritiska aspekter för lärande i ekologi – en studie av biologiundervisning inom lärarutbildningen T2 - NorDiNa SN - 1504-4556 A1 - Bossér, Ulrika A1 - Wennersten, Lena PY - 2024 VL - 2 IS - 20 SP - 176 EP - 190 DO - 10.5617/nordina.10632 LA - swe PB - : Oslo University AB - Based on variation theory, we analyze how a teacher educator in biology enacts the objects of learning (a) how the need for energy and matter is met in different organisms and (b) flows of energy and cycles of matter in ecosystems. The teacher's enactment is then compared with the students' lived objects of learning, as expressed in their written interactions in relation to the teacher's reflection questions. The study concludes that the enacted and lived objects of learning do not always correspond and critical aspects for knowledge development in ecology for the current group of teacher students are identified. Based on the analysis, the study suggests some areas that require special focus in teacher education in ecology. Carbohydrate as a carrier of energy between trophic levels, as well as the conversion of carbohydrate to water and carbon dioxide during cellular respiration, are examples of areas that the study highlights. ER - TY - JOUR T1 - Naturvetenskap på fritidshem?: Möjliga syften, innehåll och arbetssätt T2 - Nordic Studies in Science Education SN - 1894-1257 A1 - Fransson, Lisa A1 - Hansson, Lena A1 - Östlund, Daniel PY - 2025 VL - 1 IS - 21 SP - 6 EP - 20 DO - 10.5617/nordina.10809 LA - swe PB - : University of Oslo, Norwegian Centre for Science Education AB - Denna studie syftar till att undersöka lärare i fritidshems uppfattningar om naturvetenskapsundervisning. Tidigare rapporter visar att elever i fritidshem ofta ställer frågor om naturvetenskapliga fenomen som förblir obesvarade, samt att undervisningen ofta fokuserar på andra områden än just naturvetenskap (Memišević, 2024; Skolinspektionen, 2018). Det empiriska materialet består av sex fokusgrupper med lärare i fritidshem (25 lärare). Datamaterialet har analyserats tematiskt med fokus på olika svar på de didaktiska frågorna varför, vad och hur i relation till naturvetenskapsundervisning i fritidshemmet. Resultaten, i form av teman, visar på en variation i syften och innehåll, samt att naturvetenskap kan undervisas både spontant och planerat i fritidshemmet. Dessa resultat kan fungera som ett första byggblock i utvecklingen av didaktiska modeller som stödjer lärares professionella bedömningar, analyser och beslut kring naturvetenskapsundervisning i fritidshemmet. ER - TY - JOUR T1 - Taxonomisk kvalitet i barns beskrivning av marin biologisk mångfald före och efter deltagande i en strandskola: [Taxonomic quality in children's descriptions of marine biodiversity before and after participation in a beach school] T2 - NorDiNa SN - 1504-4556 A1 - Ferlin, Maria A1 - Panas, Minna A1 - Svensson, Ola PY - 2025 VL - 2 IS - 21 SP - 190 EP - 208 DO - 10.5617/nordina.10852 LA - swe KW - library and information science AB - This study investigates the development of species knowledge among 7-12-year-old children who parti-cipated in a holiday activity, a beach school, at a marine public aquarium. The question “What could live in the environment in the picture even though you can’t see it?” was asked as a pre-test, post-test, and delayed post-test. We developed a method to assess the taxonomic quality of the answers. Animals were mentioned far more frequently than algae and plants. The most common answers were crab and fish. The activity increased both the quantity and taxonomic quality of children’s species knowledge significantly. No differences were found between two- and three-day beach schools. The post-test showed that the children perceived the affordances that the aquariums and the beach environment offer. While beach schools can serve as a small step toward ocean literacy, additional efforts from both semiformal science institutions and schools are needed to reach more children. ER - TY - JOUR T1 - Naturmöten och källsortering: En kvantitativ studie om lärande för hållbar utveckling i förskolan T2 - NorDiNa SN - 1504-4556 A1 - Ärlemalm Hagser, Eva A1 - Sundberg, Bodil PY - 2016 VL - 12 IS - 2 EP - 12 DO - 10.5617/nordina.1107 LA - swe PB - : Naturfagsenteret KW - education for sustainability KW - early childhood KW - quantitative study KW - hållbar utveckling förskola KW - education AB - This Swedish quantitative study aims to fill a research gap concerning how preschool teachers understand and work with education for sustainable development. Empirical data were collected in a questionnaire distributed to 187 Swedish preschools. The questionnaires consisted of 13 multiple choice questions and five open ended questions exploring how the preschool teachers interpret education for sustainable development and environmental education both as concepts and in practice. Both education for sustainable development and environmental education were mainly associated with nature experiences, recycling and reuse of resources. Descriptions reflecting the economic and social aspects of sustainable development were mainly missing. These views were reflected in the types of activities the children were afforded. Preschools supported by in-service training had a broader understanding of the concept and worked more actively with environmental and sustainability issues with the children. This suggests the need for support for providing children with quality education about sustainability issues.  ER - TY - JOUR T1 - NorDiNa Editorial 2/2024 T2 - NorDiNa SN - 1504-4556 A1 - Lundström, Mats A1 - Turmo, Are PY - 2024 VL - 2 IS - 20 SP - 121 EP - 122 DO - 10.5617/nordina.11881 LA - eng PB - : University of Oslo, Norwegian Centre for Science Education ER - TY - JOUR T1 - Naturvetenskap för alla – Meningsskapande i fritidshem hos elever med intellektuell funktionsnedsättning [Science for All – Meaning-Making in SAEC Among Students with Intellectual Disabilities] T2 - NorDiNa SN - 1504-4556 A1 - Memisevic, Alma A1 - Jeppsson, Fredrik PY - 2026 VL - 1 IS - 22 SP - 57 EP - 72 DO - 10.5617/nordina.12007 LA - swe PB - Oslo : Universitetet i Oslo KW - sfl KW - intellektuell funktionsnedsättning AB - This qualitative and ethnographically inspired study aims to fill a research gap concerning how teachers in School-Age Educare Centres (SAEC) teach science when working with students in need of special support. Empirical data were collected through video observations and field notes at a SAEC at a compulsory school for pupils with intellectual disabilities. We report results supporting two main arguments: students’ potential meaning-making is guided by the SAEC teacher and her ability to offer, coordinate, and make available various semiotic resources in the teaching. Additionally, the transition from formalized, group-oriented teaching often shifts to individual and situation driven teaching, where the focus can be adjusted for each student. This suggests the need for a deeper understanding of meaning-making processes in science education within SAEC. ER - TY - JOUR T1 - Student Preschool Teachers’ Experiences of Science and Science Teaching During Their Teacher Education T2 - Nordic Studies in Science Education SN - 1894-1257 A1 - Thulin, Susanne A1 - Jonsson, Agneta A1 - Redfors, Andreas A1 - Fridberg, Marie PY - 2025 VL - 2 IS - 21 SP - 250 EP - 266 DO - 10.5617/nordina.12131 LA - eng PB - : University of Oslo, Norwegian Centre for Science Education AB - This study aims to develop knowledge about student preschool teachers’ knowledge development of science and science teaching during their preschool teacher education. The data material consists of a web-based questionnaire with multiple-choice and open-ended questions. 183 students have participated in a cross-sectional study of students in semesters one, five and seven of a preschool teacher education programme. The analysis shows that a positive attitude dominates the students' views of science and that their self-confidence about science subjects and science teaching increases over time. The results from the two open-ended questions about the student´s experiences of science teaching in relation to thematic teaching and their education show a great variety. Reasons why science can be perceived as difficult for them to teach are indicated, but at the same time, awareness of ways to shape science teaching emerges. The consequences of the results for preschool teacher education are discussed. ER - TY - JOUR T1 - Ramverk för analys av komplexitet i teknikundervisningens aktiviteter: AKTA T2 - NorDiNa SN - 1504-4556 A1 - Brink, Helen PY - 2025 VL - 2 IS - 21 SP - 222 EP - 235 DO - 10.5617/nordina.12225 LA - swe PB - : Oslo University, Norway AB - Gifted students need complexity in technology education. In response, this article aims to present a fram-ework for analyzing complexity in technology education activities (AKTA), which can be used to meet gifted students’ needs of complexity. The framework has been created by combining abilities (remember, understand, apply, analyze, evaluate, and create) with knowledge dimensions (factual, conceptual, proce-dural, and metacognitive knowledge) and higher order thinking. Furthermore, the framework is applied to activities for lower secondary technology education to demonstrate its utility as an analytical tool. The framework is intended for use in discussing, planning, and developing technology education with a focus on gifted students’ needs. ER - TY - JOUR T1 - NorDiNa Editorial 2025/1 T2 - NorDiNa SN - 1504-4556 A1 - Turmo, Are A1 - Lundström, Mats PY - 2025 VL - 1 IS - 21 SP - 3 EP - 5 DO - 10.5617/nordina.12360 LA - eng PB - : University of Oslo, Norwegian Centre for Science Education ER - TY - JOUR T1 - Revisiting Effective and Equitable Teacher Practice in the Nordic Context: Unpacking Complexity in Response to Kang (2025) T2 - Nordic Studies in Science Education SN - 1504-4556 A1 - Teig, Nani A1 - Trude, Nielsen A1 - Hansen Yang, Kajsa PY - 2025 VL - 2 IS - 21 SP - 267 EP - 275 DO - 10.5617/nordina.12501 LA - eng ER - TY - JOUR T1 - Editorial T2 - NorDiNa SN - 1504-4556 A1 - Turmo, Are A1 - Lundström, Mats PY - 2025 VL - 2 IS - 21 SP - 157 EP - 159 DO - 10.5617/nordina.12686 LA - eng PB - : University of Oslo Library ER - TY - JOUR T1 - University students' reflections on representations in genetics and stereochemistry revealed by a focus group approach T2 - NorDiNa SN - 1504-4556 A1 - Edfors, Inger A1 - Wikman, Susanne A1 - Johansson-Cederblad, Brita A1 - Linder, Cedric PY - 2015 VL - 2 IS - 11 SP - 169 EP - 179 DO - 10.5617/nordina.2044 LA - eng PB - : University of Oslo Library KW - chemistry KW - representations KW - university students KW - focus group KW - allmän didaktik KW - general didactics KW - fysik med inriktning mot fysikens didaktik AB - Genetics and organic chemistry are areas of science that students regard as difficult to learn. Part ofthis difficulty is derived from the disciplines having representations as part of their discourses. In orderto optimally support students’ meaning-making, teachers need to use representations to structure themeaning-making experience in thoughtful ways that consider the variation in students’ prior knowledge.Using a focus group setting, we explored 43 university students’ reasoning on representationsin introductory chemistry and genetics courses. Our analysis of eight focus group discussions revealedhow students can construct somewhat bewildered relations with disciplinary-specific representations.The students stated that they preferred familiar representations, but without asserting themeaning-making affordances of those representations. Also, the students were highly aware of the affordances of certain representations, but nonetheless chose not to use those representations in theirproblem solving. We suggest that an effective representation is one that, to some degree, is familiarto the students, but at the same time is challenging and not too closely related to “the usual one”.The focus group discussions led the students to become more aware of their own and others ways ofinterpreting different representations. Furthermore, feedback from the students’ focus group discussionsenhanced the teachers’ awareness of the students’ prior knowledge and limitations in students’representational literacy. Consequently, we posit that a focus group setting can be used in a universitycontext to promote both student meaning-making and teacher professional development in a fruitfulway. ER - TY - JOUR T1 - In-service science teacher professional development T2 - NorDiNa SN - 1504-4556 A1 - Åhman, Niclas A1 - Gunnarsson, Gunilla A1 - Edfors, Inger PY - 2015 VL - 2 IS - 11 SP - 207 EP - 219 DO - 10.5617/nordina.2048 LA - eng PB - : University of Oslo Library KW - professional development KW - science teachers KW - learning study KW - pedagogics and educational sciences KW - pedagogik och utbildningsvetenskap AB - The aim of the present study was to explore teachers’ professional development when using the tool Content Representations (CoRe) to plan a learning study in chemistry, which they also implemented and analysed. The work of six experienced science teachers, all teaching at the 6th to 9th year (age 13 to 16 years), was followed at eight group meetings during one year. The teachers’ discussions during the group meetings were audio and/or video recorded. Recordings were transcribed and a thematic analysis was performed. The results show that two main approaches to teaching emerged in the teachers’ discussions, a pragmatic and a reflective approach, respectively. During the investigation period, the focus of the teachers’ discussions changed, from a predominantly pragmatic approach to a predominantly reflective approach. The results indicate that the work with CoRe and learning study stimulated the teachers to express and discuss their knowledge, beliefs and attitudes towards teaching, i.e. promoted their professional development. ER - TY - JOUR T1 - Fem elevers föreställningar om organsystem: vad händer i kroppen när vi dricker vatten? T2 - NorDiNa SN - 1504-4556 A1 - Granklint Enochson, Pernilla A1 - Redfors, Andreas PY - 1970 VL - 2 IS - 7 SP - 160 EP - 178 DO - 10.5617/nordina.233 LA - swe PB - Oslo : Naturfagsenteret / Norwegian Centre for Science Education KW - education AB - It has earlier been shown on a group level that it is difficult for 9th grade students (15-16 years old) in a Swedish school to understand how water is transported in the human body. The detailed analysis of five Swedish students in the 9th and final year of compulsory school concerning their ideas about water transportation is presented here. The empirical data consists of drawings, answers to a questionnaire with both open ended and multiple-choice questions, and student interviews. The analysis shows that all the students struggle to produce explanations involving the three organ systems: digestive, blood and excretion systems and they seem to use a variety of explanatory models as basis for their reasoning. Possible ways of understanding this are discussed together with implications for future teaching ER - TY - JOUR T1 - Chemistry in crisis? Perspectives on teaching and learning chemistry in Swedish upper secondary schools T2 - NorDiNa SN - 1504-4556 A1 - Broman, Karolina A1 - Ekborg, Margareta A1 - Johnels, Dan PY - 1970 VL - 1 IS - 7 SP - 43 EP - 53 DO - 10.5617/nordina.245 LA - eng PB - : Naturfagsenteret AB - Explanations for a decline in the number of students studying chemistry at advanced level all over the world have been sought for quite some time. Many students do not find chemistry relevant and meaningful and there have been difficulties in developing school chemistry courses that engage students sufficiently and tempt them to further studies in the field. In this study, Swedish upper secondary school students (Ns=372) and their teachers (Nt=18) answered a questionnaire on their experiences of the content and the working methods of their chemistry course. They were also given the opportunity to express ideas on how to make chemistry courses more interesting and meaningful. The results point out some subject areas as both easy and interesting, e.g. atomic structure; while other areas are hard to understand but still interesting, e.g. biochemistry. The students find chemistry lessons teacher-centred, something they appreciate. When teachers and students gave suggestions on how to improve the relevance of chemistry education at upper secondary level, more laboratory work and connections to everyday life were the most common proposals. But on the whole, these students seem quite satisfied with their chemistry courses. ER - TY - JOUR T1 - Chemistry in crisis?: Perspectives on teaching and learning chemistry in Swedish upper secondary schools T2 - NorDiNa SN - 1504-4556 A1 - Broman, Karolina A1 - Ekborg, Margareta A1 - Johnels, Dan PY - 2011 VL - 1 IS - 7 SP - 43 EP - 60 DO - 10.5617/NORDINA.245 LA - eng PB - Oslo : Naturfagsentret KW - chemistry KW - subject didactics KW - ämnesdidaktik KW - kemididaktik KW - didactics of chemistry AB - Explanations for a decline in the number of students studying chemistry at advanced level all over the world have been sought for quite some time. Many students do not find chemistry relevant and meaningful and there have been difficulties in developing school chemistry courses that engage students sufficiently and tempt them to further studies in the field. In this study, Swedish upper secondary school students (Ns=372) and their teachers (Nt=18) answered a questionnaire on their experiences of the content and the working methods of their chemistry course. They were also given the opportunity to express ideas on how to make chemistry courses more interesting and meaningful. The results point out some subject areas as both easy and interesting, e.g. atomic structure; while other areas are hard to understand but still interesting, e.g. biochemistry. The students find chemistry lessons teacher-centred, something they appreciate. When teachers and students gave suggestions on how to improve the relevance of chemistry education at upper secondary level, more laboratory work and connections to everyday life were the most common proposals. But on the whole, these students seem quite satisfied with their chemistry courses. ER - TY - JOUR T1 - Blivande lärares (åk 1-6) baskunskaper i Danmark, Finland och Sverige: 1. Kunskaper och uppfattningar om människans biologi T2 - NorDiNa SN - 1504-4556 A1 - Palmberg, Irmeli A1 - Jeronen, Eila A1 - Svens, Maria A1 - Yli-Panula, Eija A1 - Andersson, John A1 - Jonsson, Gunnar PY - 1970 VL - 1 IS - 7 SP - 54 EP - 70 DO - 10.5617/nordina.249 LA - swe PB - : University of Oslo Library KW - education AB - Alarming trends in science in Nordic schools, indicating a diminishing interest among students, a lack of knowledge and competence among teachers as well as a decreasing amount of science in teacher education sparked this study of student teachers in Denmark, Finland and Sweden. This quantitative and qualitative study of teacher students’ views of human biology made it clear that human biology is seen as basic teacher knowledge by a majority of the students, in Finland in particular. The student teachers’ level of knowledge in human biology is very low. They have difficulties in explaining basic body functions, for example in relation to the human blood circulation system. They lack understanding of how various body organs work together, a fact that makes teaching and pupil guidance more difficult. Nordic teacher education should provide more time for diagnosing and developing student teachers’ critical and scientific thinking skills as well as problem-based science teaching. ER - TY - JOUR T1 - Science verbs as a tool for investigating scientific phenomena: a pedagogical idea emerging from practitioner-researcher collaboration T2 - NorDiNa SN - 1504-4556 A1 - Areljung, Sofie PY - 2016 VL - 2 IS - 12 SP - 235 EP - 245 DO - 10.5617/NORDINA.2581 LA - eng PB - Oslo : Naturfagsenteret KW - science KW - inquiry-oriented KW - preschool KW - design-based research AB - This paper communicates the pedagogical idea of approaching scientific phenomena through verbs. The idea has sprung from a collaboration between preschool practitioners and a researcher, addressing science education in preschool (children aged 1-5 years). Drawing on a joint problem inventory, the project group aimed to create a teaching model that supports inquiry-oriented approaches to science, and teachers’ ability of distinguishing chemical processes and physics phenomena in everyday practice. The core idea of the teaching model turned out to be a list of everyday verbs, connected to scientific phenomena. Starting from verbs appear to help teachers to recognise the scientific phenomena in everyday practice. Further, the verbs guide the formulating of questions that can be answered by scientific inquiry, such as: ''what matters to how something melts/rolls/mixes?''. ER - TY - JOUR T1 - The role of ‘Teknikåttan’– a competition aimed at increasing interest in science and technology for grade 8 students. T2 - NorDiNa SN - 1504-4556 A1 - Gumaelius, Lena A1 - Nymark, Tanja PY - 2017 VL - 2 IS - 13 SP - 197 EP - 217 DO - 10.5617/nordina.2607 LA - eng PB - : University of Oslo Library KW - technology and learning KW - teknik och lärande AB - Since 1993, Swedish technical universities have engaged 15-year-old students and their teachers in the annual tournament “Teknikåttan” (technology for students in school year eight), which is aimed at increasing students’ interest in STEM (science, technology, engineering and mathematics) subjects, as well as at making them aware of career possibilities within these areas. Given its large number of participating students, Teknikåttan offers a unique opportunity to study students’ understanding of and interest in STEM subjects by analysing the results collected for the participating students. This paper gives a description of the Teknikåttan tournament and presents an analysis of the results from the first round of the 2014 tournament. The data collected came from the answers of students in the Stockholm region. All questions were characterised according to three parameters, which were used to analyse answers to high-score and low-score questions and differences in answers according to gender. The analysis indicates that a difference exists in answers according to gender, such that boys scored higher than girls overall, but that girls scored higher in questions related to the subject of biology. Finally, a possible expansion of the analysis involving future tournaments is discussed. ER - TY - JOUR T1 - Vad är teknik? Pedagogers uppfattningar om och erfarenheter av teknik och teknikundervisning i förskolan: [What is technology? Preschool teachers' conceptions and experiences of technology and technology education in the preschool] T2 - NorDiNa SN - 1504-4556 A1 - Elvstrand, Helene A1 - Hallström, Jonas A1 - Hellberg, Kristina PY - 2018 VL - 1 IS - 14 SP - 37 EP - 53 DO - 10.5617/nordina.2670 LA - swe PB - Oslo : Nasjonalt senter for naturfag i opplæringen KW - technology KW - preschool technology education KW - preschool teachers KW - conceptions KW - experiences KW - pedagogers uppfattning KW - förskola KW - pedagogics and educational sciences KW - pedagogik och utbildningsvetenskap AB - In recent years technology has become increasingly emphasized as educational content in the Swedish preschool, not the least with the introduction of the latest curriculum in 2010 (revised in 2016). Since preschool teachers have not had any formal technology education until just recently, it is of importance to investigate how they conceive of and experience technology in the daily activities of the preschool. The purpose of this study is therefore to describe and analyze Swedish preschool teachers’ views and experiences of technology and technology education in the preschool, focusing on what opportunities and obstacles that they see. The data consists of transcripts from focus group interviews with sixteen teachers in two Swedish preschools, and the data was coded and categorized with a thematic analysis. The results show that when it comes to opportunities, the teachers consider technology to permeate all preschool activities, and the challenge here is rather to make technology visible. In terms of obstacles, however, the teachers are also uncertain about what technology is and want to have more knowledge of technology themselves, for example, relevant concepts for various technologies or activities. They also want to know more about technology education in order to be able to educationally convey knowledge of technology to the children and to make the children conscious of the technology that surrounds them. ER - TY - JOUR T1 - Semantiska vågor: elevers diskursiva rörlighet i gruppsamtal T2 - NorDiNa SN - 1504-4556 A1 - Nygård Larsson, Pia A1 - Jakobsson, Anders PY - 2017 VL - 1 IS - 13 SP - 17 EP - 35 DO - 10.5617/nordina.2739 LA - swe PB - Oslo : University of Oslo KW - scientific language KW - exploratory talk KW - students' language use KW - semantic waves KW - discursive mobility AB - In order to use and understand a scientific language students need the ability to move between everyday and scientific discourses. This article analyses exploratory talks, and use of language when students collaboratively discuss a science assignment. The aim is to develop an analytical tool that can facilitate understanding and visualization of students' language use. The concepts of discursive mobility (Nygård Larsson, 2011) and semantic waves (Martin, 2013; Maton, 2013) constitute the starting point in the analysis and the students’ discussions are explored by using the concepts of semantic gravity and semantic density. The results display that all of the students’ conversations contain a certain degree of discursive mobility. However, there exists differences in how the conversations move between everyday and scientific languages and in terms of how successful the students are to formulate a specific subject language. In some conversations, everyday expressions become a productive resource and a bridge to a more scientific language. ER - TY - JOUR T1 - Kvalitativa skillnader i lärares samtal om bedömning och elevers kunnande i naturvetenskap T2 - NorDiNa : Nordic Studies in Science Education SN - 1504-4556 A1 - Sjöberg, Marlene A1 - Ingerman, Åke A1 - Nyberg, Eva PY - 2018 VL - 1 IS - 14 SP - 68 EP - 81 DO - 10.5617/nordina.2749 LA - swe PB - : University of Oslo Library KW - biology KW - teachers' collegial discussions KW - phenomenography KW - student knowledge KW - assessment AB - In this study we investigate teachers’ collegial discussions about students’ science knowledge, in a context of collaborative planning and evaluation of teaching concerning the human body. The empirical data consists of recordings of four meetings with researchers and one team of science teachers in a Swedish compulsory school. This study contributes to the understanding of collegial discussions as such and in particular what the teachers attend to as salient science knowledge. Making use of a phenomenographic approach, the result consists of a set of categories of teachers’ qualitatively different ways of expressing students’ science knowledge. When teachers relate the students’ science knowledge to their teaching it opens for an interdependent approach to teaching and assessment, in contrast to an instrumental way of viewing scientific knowledge, particularly in grading situations. We discuss how the identified qualitative differences have implications for teachers’ possibilities of professional development, e.g. regarding subject didactical knowledge. ER - TY - JOUR T1 - SCIENCE FOR LIFE – a conceptual framework for construction and analysis of socio-scientific cases T2 - NorDiNa SN - 1504-4556 A1 - Ekborg, Margareta A1 - Ideland, Malin A1 - Malmberg, Claes PY - 1970 VL - 1 IS - 5 SP - 35 EP - 46 DO - 10.5617/nordina.277 LA - eng PB - Oslo : University of Oslo Library KW - socio-scientific issues KW - science education KW - secondary school KW - case development AB - The aim of this paper is to describe a conceptual framework to be used as a tool for analyzing work with socio-scientific issues (SSI) and for constructing SSI cases in secondary school. The framework consists of six components describing the more detailed characteristics of SSI. The components were chosen to reflect what we know from research about what might have an impact on students’ learning and interest in science. Six socio-scientific cases were then constructed and these are discussed in the article. The cases are relevant in that they both display the characteristics of SSI and meet the requirements of the Swedish national curriculum. The components and the cases are described in a table. This work is the first step in an evidence-based research project aiming at investigating if, how and why students and teachers in secondary school develop knowledge and interests when working with SSI. ER - TY - JOUR T1 - Students’ Ideas Regarding Science and Pseudo-science in Relation to the Human Body and Health T2 - NorDiNa SN - 1504-4556 A1 - Lundström, Mats A1 - Jakobsson, Anders PY - 1970 VL - 1 IS - 5 SP - 3 EP - 17 DO - 10.5617/nordina.279 LA - eng PB - : Naturfagsenteret, Göteborgs Universitet, NTNU AB - This study investigates the pseudo-scientific and superstitious ideas Swedish upper-secondary students articulate and if there is a relationship between their ideas and their knowledge of the human body and health. The study is based on a questionnaire among 300 students in which the students were asked to consider statements related to different treatments that may influence the human body and health, and questions about physiology, health and nutrition. The analysis reveals that a relatively large group of students give credance to statements such as that some people can transfer thoughts or that the phases of the moon can affect a person’s health. The analysis also shows that there is no apparent relationship between the students’ pseudo-scientific beliefs and their scientific knowledge about the human body. Furthermore, although the results do not indicate a gender difference with regards to the power of faith in pseudo-scientific ideas, they do indicate that male and females consider these questions differently. The results imply a need for discussion and critical investigation in school science concerning the relationship between science and pseudo-scientific ideas in order to enhance critical thinking and development of the understanding of the nature of science. ER - TY - JOUR T1 - Science in society or science in school: Swedish secondary school science teachers' beliefs about science and science lessons in comparison with what their students want to learn T2 - NorDiNa SN - 1504-4556 A1 - Oscarsson, Magnus A1 - Jidesjö, Anders A1 - Karlsson, Karl-Göran A1 - Strömdahl, Helge PY - 1970 VL - 1 IS - 5 SP - 18 EP - 34 DO - 10.5617/nordina.280 LA - eng PB - : UiO, University of Oslo KW - subject didactics KW - ämnesdidaktik AB - This article presents comparisons concerned with secondary school science teachers’ and their students’ beliefs about science and technology and also what science content secondary science teachers teach and what their students want to learn. Student data are part of the Relevance of Science Education (ROSE) study and the teacher data are part of an extensive study carried out only in Sweden. The results indicate that both secondary science teachers and their students are optimistic about science and technology as essential parts of societal development. When content from these knowledge fields is considered for instruction, significant disparities exist between what teachers teach and what their students want to learn. Additional results concerning the secondary science teachers’ beliefs, ‘out-of-school experiences’, ‘Science Technology and Society’ (STS) approaches and ‘inquiry-based instruction’ are pointed out as important for the development of science instruction in secondary schools. The results are discussed in the contexts of students’ voices and teachers’ beliefs. ER - TY - JOUR T1 - Ämnesintegrerad undervisning i naturvetenskap: Vad är det? T2 - NorDiNa SN - 1504-4556 A1 - Persson, Helena A1 - Ekborg, Margareta A1 - Garpelin, Anders PY - 2009 VL - 1 IS - 5 SP - 47 EP - 60 DO - 10.5617/nordina.281 LA - swe PB - Oslo, Norge : Naturfagsenteret KW - grundskolan KW - lärares perspektiv KW - no KW - ämnesintegrerad undervisning AB - Biology, chemistry and physics might be taught as separate subjects, but sometimes they are taught as combined with one another or with other subjects. Nationally and internationally the concept integrated science teaching lacks a uniform definition. To find out more about how practicing teachers define and perform integrated teaching, interviews were undertaken with five teachers, teaching science in school year 7 to 9 (age 13-16) in the Swedish compulsory school. Two ways of integrating science teaching were found; one combining the science subjects and one combining the science subjects with other school subjects. Results showed differences in the ways of teaching integrated science, in the interpretation of what the teachers meant by science integrating teaching and which obstacles and possibilities they saw. Visions about working with integrated science in the future and how these visions correspond to teacher’s reality is also discussed. ER - TY - JOUR T1 - ”Alla gör fel?!” Hinder för lärares bedömning av elevers praktiska förmågor under ett nationellt prov T2 - NorDiNa SN - 1504-4556 A1 - Sund, Per A1 - Sund, Louise PY - 2017 VL - 1 IS - 13 SP - 3 EP - 16 DO - 10.5617/nordina.2845 LA - swe PB - : Naturfagsenteret KW - chemistry KW - practical work KW - assessment KW - secondary teachers KW - education AB - Science teachers regard practical work as important which helps students to learn science. Besides theoretical knowledge practical work is considered to be an integral part of science education. This implies that in addition to theoretical science tests, there is a need to find new ways of assessing students’ practical work. This empirical case study investigates two secondary school science teachers’ assessments of students in three separate groups in the practical part of a Swedish national test in chemistry. Data is gathered using two video cameras and three pairs of spy camera glasses. The results show that individual and independent assessments of student’s practical abilities are difficult due to the social interactions that take place and physical sources of error that occur in this type of laboratory setting. The results are discussed in relation to how teachers’ assessments of students’ practical abilities can be conducted and made more equal and fairer. ER - TY - JOUR T1 - Verkliga vardagssammanhang i årskurs 4 eller kontextlös kunskap i årskurs 8?: Everyday life context in grade 4 or knowledge without context in grade 8 T2 - NorDiNa SN - 1504-4556 A1 - Oskarsson, Magnus A1 - Eliasson, Nina A1 - Karlsson, Karl-Göran PY - 2017 VL - 1 IS - 13 SP - 36 EP - 51 DO - 10.5617/nordina.2878 LA - swe PB - : University of Oslo Library AB - International comparisons of students’ knowledge as TIMSS and PISA have shown that Swedish students' knowledge of science deteriorated during the 2000s, compared to both previous years and to other countries. In grade 4, however, the results improved between 2007 and 2011 and Sweden is one of the countries showing the greatest difference between the results in grade 4 and grade 8, suggesting a weak knowledge development in science between these grades.This study compares Swedish pupils' results for individual tasks in Science in TIMSS 2011 with an average score of countries in the EU or OECD. The items are classified by whether they are put in a context and if they ask for school specific knowledge or if they could be solved with knowledge from sources outside school. A large proportion of the items in grade 4 is linked to a context and to students' everyday lives, which explains the good results for the younger students.  Few items in grade 8 are of interest for the students or linked to students' daily lives and on these items Swedish students often perform below average for the EU / OECD, which contributes to the less favorable outcome in grade 8. The weak development of knowledge between grades 4 and 8 that is indicated by TIMSS suggests that the formalized science classes in school do not reach the students and it points to the need for a clearer connection to students' interests and experiences. ER - TY - JOUR T1 - Laborativt arbete i grundskolans senare år: lärares perspektiv T2 - NorDiNa SN - 1504-4556 A1 - Högström, Per A1 - Ottander, Christina A1 - Benckert, Sylvia PY - 2012 VL - 1 IS - 6 SP - 80 EP - 91 DO - 10.5617/nordina.332 LA - swe PB - Oslo : University of Oslo Library KW - education KW - pedgogical work AB - In this paper we describe the results from interviews with science teachers in lower secondary school. The teachers were asked what they wanted to achieve with laboratory work, what difficulties they experienced and if there were any differences between lab work in biology, chemistry and physics. The results show that the teachers wanted lab work to help the students develop their understanding, to make them interested and to develop their laboratory skills. Some of the teachers described lab work that included scientific inquiry but not, specifically, knowledge about how to systematically investigate phenomena in nature. Aspects of nature of science were rare. Lack of time to discuss with the students during lab work was seen as one difficulty which resulted in problems for students to linkobservables to scientific ideas. Laboratory exercises in chemistry were often regarded too abstract while lab work in physics and biology were much easier to link to everyday life. ER - TY - JOUR T1 - Science for all or science for some: What Swedish students want to learn about in secondary science and technology and their opinions on science lessons T2 - NorDiNa SN - 1504-4556 A1 - Jidesjö, Anders A1 - Oscarsson, Magnus A1 - Karlsson, Karl-Göran A1 - Strömdahl, Helge PY - 2012 VL - 2 IS - 5 SP - 213 EP - 229 DO - 10.5617/nordina.352 LA - eng PB - : UiO, University of Oslo KW - subject didactics KW - ämnesdidaktik AB - This article presents Swedish results from ‘the Relevance of Science Education’ (ROSE) study, which is a large world wide comparative research project based at the University of Oslo. The Swedish sample consisted of 751 students, most of whom were 15 years old, from 29 schools and data were collected in spring 2003. Student opinions about science lessons are presented in relation to enrolment intentions for upper secondary school together with what they want to learn about in science and technology. The findings indicate that secondary science instruction seems to address only a minority of the students, those that have chosen science or technology in their further education. At the same time, all students have interest in science and technology and many seem most interested in some important issues in societal development. The results are discussed from the perspective of learners and contribute to the debate about establishing a scientific literacy approach in compulsory education. ER - TY - JOUR T1 - Different stories of group work: Exploring problem solving in engineering education T2 - NorDiNa SN - 1504-4556 A1 - Berge, Maria A1 - Danielsson, Anna T A1 - Ingerman, Åke PY - 2012 VL - 1 IS - 8 SP - 3 EP - 25 DO - 10.5617/NORDINA.355 LA - eng AB - This article aims to further the understanding of group work in higher education, primarily in science. This is done through an empirical investigation of problem solving in small groups. Position theory is used as an analytic tool for describing the complex and dynamic processes of group work, focusing simultaneously on the physics content and the student community and how they constitute each other. We analysed four video-recorded sessions with students from two Master’s programs, Engineering Physics and Bioengineering, respectively. The students addressed two introductory mechanics problems. The analysis resulted in a characterisation in terms of seven ‘storylines’ of two different kinds. These are argued to reflect different aspects of engineering student communities, where one kind of storylines captures ways of approaching the problems and the other kind exemplifies boundary work involved in the constitution of communities. ER - TY - JOUR T1 - Teachers' intentions with outdoor teaching in school forests: Skills and knowledge teachers want students to develop T2 - NorDiNa SN - 1504-4556 A1 - Wilhelmsson, Birgitta A1 - Ottander, Christina A1 - Lidestav, Gun PY - 2012 VL - 1 SP - 26 EP - 42 DO - 10.5617/NORDINA.357 LA - eng PB - Oslo : Naturfagsenteret KW - outdoor teaching KW - teachers KW - intentions KW - knowledge AB - There is an interest among Swedish teachers to locate teaching outdoors. This study focuses on four teachers in grades 4-6, to explore their intentions and objectives with regular teaching outdoors. Data sources consist of semi-structured interviews, descriptions on successful activities, and reflections on metaphors.   The use of intentional analysis and Bloom’s revised taxonomy on teachers’ objectives show that the teachers stress the out-of-school learning that draws on the actual world and concrete material. Yet their objectives with these authentic experiences are diverse.  Two teachers have mainly cognitive objectives with a holistic view of knowledge where outdoor and indoor interact. To become knowledgeable, each individual student needs teaching in this proper context. The other two teachers primarily have affective objectives, in a dichotomy between learning theoretical knowledge indoors, and learning practical, concrete knowledge outdoors. They consider the outdoor arena as crucial for students with learning difficulties. ER - TY - JOUR T1 - Vargfrågan - Gymnasieelevers argumentation kring ett sociovetenskapligt dilemma T2 - NorDiNa SN - 1504-4556 A1 - Eriksson, Martin A1 - Rundgren, Carl-Johan PY - 2012 VL - 1 IS - 8 SP - 43 EP - 58 DO - 10.5617/nordina.358 LA - swe PB - Oslo : University of Oslo Library KW - ssi KW - argumentation KW - gymnasiet KW - varg KW - biologisk mångfald AB - The Wolf Issue - Upper Secondary Students’ Argumentation about a Socio-Scientific IssueThe focus of this study is the attitudes towards wolves in Sweden among upper secondary students.This socio-scientific issue (SSI) involves many aspects, such as ethical, political and biological aspects,and provides a context to study students’ informal argumentation. The different arguments usedby the students were analyzed using the framework of the SEE-SEP-model. A questionnaire probingattitudes to the existence of wolves in the neighbourhood was distributed to 352 upper secondarystudents. 18 students were interviewed in focused group-interviews (in pairs). The results showedthat 55% of the students showed a negative attitude towards the existence of wolves in the neighbourhood.The analysis of the different aspects of arguments used by the students in the interviewsshowed that arguments based on value were more dominant (60%) than arguments based on knowledge(30%), and arguments based on personal experiences (10%). ER - TY - JOUR T1 - Learning physics as a whole: On supporting students making sense of their studies T2 - NorDiNa SN - 1504-4556 A1 - Ingerman, Åke A1 - Booth, Shirley A1 - Linder, Cedric PY - 2007 VL - 2 IS - 7 SP - 163 EP - 174 DO - 10.5617/nordina.378 LA - eng PB - : University of Oslo Library KW - physics KW - fysik med inriktning mot fysikens didaktik KW - physics with specialization in physics education AB - How do students in a university degree programme make sense of their situation, and how can we asteachers support them in seeing their learning as a whole in relation to their main subject physics?This question is discussed first in relation to an empirical investigation of students’ ways of makingsense of their study situation, and secondly draws on experience from two attempts to address is-sues emerging from that investigation. Based on the results we identify issues that potentially needaddressing in many science and engineering programmes that are organised around a set of coursesgiven by subject specialists and where students’ choices of courses are limited. These issues primarilyconcern the authority for learning, the development of a “physics knowledge object” as a programmegoal, and the risk that students ended up only focussing on features of the courses’ organisation togive meaning to their studies. Finally, we discuss ways to support students’ sense making, as a processof learning for the “college of teachers” in such programmes. ER - TY - JOUR T1 - När sagans problem utmanar och inspirerar - en studie av förskolebarns arbete med tekniska lösningar T2 - NorDiNa : Nordic Studies in Science Education SN - 1504-4556 A1 - Svensson, Maria A1 - Dahlbäck, Katharina A1 - Von Otter, Ann-Marie PY - 2019 VL - 1 IS - 15 SP - 79 EP - 96 DO - 10.5617/nordina.3948 LA - swe PB - : University of Oslo Library KW - fairy tale KW - technology KW - preschool children KW - technology process AB - The aim of this study is to contribute with knowledge about children’s practical work and communica-tion in a technology-related problem solving activity, based on a fairy tale. More research about tech-nology in preschool is needed, especially concerning children’s knowledge in relation to the techno-logy (design) process. The study was conducted in a pre-school with two pre-school teachers. Children’s problem solving activities was documented by video recordings on four occasions. The results showed that the children worked with most parts in the technology process. The fairy tale contextualized the problem, sketches were used to communicate ideas and children’s solutions were inspired by the story as well as their experiences from everyday life. Combining the known (the fairy tale) and the unknown (the technology content) proves to be fruitful when solving a technology-related problem where imagination, knowledge and experience is required ER - TY - JOUR T1 - Boys' and Girls' written responses to PISA science questions T2 - NorDiNa SN - 1504-4556 A1 - Eliasson, Nina A1 - Karlsson, Karl Göran A1 - Lenner, Lena A1 - Lundgren, Maria PY - 2017 VL - 2 IS - 13 SP - 149 EP - 162 DO - 10.5617/nordina.4023 LA - eng PB - : University of Oslo Library KW - pisa science questions KW - written ansers KW - gendered differences AB - For the first time student responses to science questions from the Swedish PISA 2006 Main Study and the PISA 2015 Field Trial have been used in order to investigate differences in boys’ and girls’ written responses. Students’ correct and incorrect answers to the science questions are studied with respect to response length, the number of everyday words used, and the inclusion of nouns and long words in the responses. The results reveal that girls give longer and denser correct responses to most of the questions, compared to boys. The difference in response length cannot be explained by girls’ excessive use of the most common Swedish words, since boys and girls use the same proportion of these words. For incorrect answers the only difference between boys and girls is in the response length, since girls give longer answers than boys. ER - TY - JOUR T1 - Inte som i skolan - pedagoger positionerar naturvetenskap i förskolan: Preschool teachers talk about science – Positioning themselves and positioning science T2 - NorDiNa SN - 1504-4556 A1 - Due, Karin A1 - Tellgren, Britt A1 - Areljung, Sofie A1 - Ottander, Christina A1 - Sundberg, Bodil PY - 2018 VL - 4 IS - 14 SP - 411 EP - 426 DO - 10.5617/nordina.4106 LA - swe PB - : Naturfagsenteret KW - science in preeschool KW - preeschool teachers KW - interviews KW - naturvetenskapsundervisning i förskolan KW - förskollärare KW - intervjuer KW - education KW - didactics of natural science AB - This article discusses how preschool teachers, who include a scientific content in their practice, describe their practice and their view of science in preschool. The study is based on 20 interviews in 9 Swedish preschools. The theoretical and analytical framework combine “communities of practice”(Lave & Wenger) and “positioning theory” (Harré & Langehove). The stories reveal a strong position for the pre-school curriculum and traditions. A prominent storyline is that Science in preschool is something different from science in school. This includes an anti-authoritarian view with a focus on ”the competent child”. The preschool teachers affirm fantasy, creativity and intuition as a part of science and they position science as easy to access. They also position themselves as pedagogues competent to manage science in preschool. One of the dilemmas is about letting children’s interests and initiatives drive the activities while educators curriculum-based goals have certain intentions to fulfill. ER - TY - JOUR T1 - How student teachers' understanding of the greenhouse effect develops during a teacher education programme T2 - NorDiNa SN - 1504-4556 A1 - Ekborg, Margareta A1 - Areskoug, Mats PY - 2012 VL - 3 IS - 2 SP - 17 EP - 29 DO - 10.5617/nordina.411 LA - eng PB - : University of Oslo Library KW - student teachers KW - methodology KW - green house effect AB - This paper reports on a longitudinal study on how student teachers' understanding of the greenhouse effect developed through a teacher education programme in mathematics and science for grades 1-7 (age 7-13). All student teachers, who were accepted to the programme one year, were followed trough 2.5 years of the programme for seven terms. The student teachers took science courses in which they were taught about the greenhouse effect. They answered a questionnaire three times (n=60, n=49, n=47 respectively) in which they judged if a number of statements, about the investigated phenomena, were correct or not. In the last two questionnaires they also responded to an open-ended question about the greenhouse effect. The results show that a majority of the student teachers developed an adequate understanding of the greenhouse effect during the teaching programme. Several of the students developed further in the second science course. However a rather big group of students with poor understanding did not develop any further in the second science course and no one demonstrated full understanding. Different ways of collecting data and categorising responses affected how the students’ understanding was interpreted, which also is discussed. ER - TY - JOUR T1 - Teknik, systemgräns och människa: Tekniklärares uppfattningar om vad tekniska system är T2 - NorDiNa SN - 1504-4556 A1 - Schooner, Patrick A1 - Klasander, Claes A1 - Hallström, Jonas PY - 2018 VL - 4 IS - 14 SP - 427 EP - 442 DO - 10.5617/nordina.4110 LA - swe PB - Oslo, Norway : Naturfagsenteret KW - technology education KW - technological system KW - conception KW - teacher AB - The subject matter of technological systems is central in compulsory school technology education in Sweden. However, technology teachers would need more support in their endeavors to interpret the curriculum as both educational and philosophical research lack a clear answer to the question of what technological systems are. A better conceptualization of technological systems could also facilitate communication between teachers and students, and even improve learning about systems. The aim of this study is thus to investigate Swedish technology teachers’ conceptions about technological systems. We interviewed 11 technology teachers in compulsory education from various parts of Sweden. The transcripts from the interviews were analyzed with thematic content analysis and resulted in four characteristic system properties. In the teachers’ collective depictions of technological systems, the first two system properties focused on the technological core of the system, closely related to a philosophical conception of technology as objects. In contrast, the last two system properties illustrated the teachers’ descriptions of technological systems as something that is closely connected to a socio-technical understanding of systems where humans play a significant role for their evolution. There was one exception to this, namely how the systems are controlled, and here the teachers were ambivalent as to how much humans can intervene. The conception of technological systems as objects and the uncertainty about human control over these systems, are two obstacles to well-designed systems teaching that will lead to technological literacy for students. ER - TY - JOUR T1 - Lärares mål med laborativt arbete: Utveckla förståelse och intresse T2 - NorDiNa SN - 1504-4556 A1 - Högström, Per A1 - Ottander, Christina A1 - Benckert, Sylvia PY - 2012 VL - 3 IS - 2 SP - 54 EP - 66 DO - 10.5617/nordina.414 LA - swe PB - Oslo : University of Oslo Library AB - The purpose of this study was to analyse secondary school teachers' goals for laboratory work. What general goals do teachers have for labwork and what goals appear when teachers describe real labwork used in their own teaching? What goals are expressed in the written laboratory instructions? Eleven science teachers in secondary school participated in individual semi-structured interviews. The teachers' laboratory instruction sheets were analysed with respect to intended learning outcome. The analysis of teachers' general goals showed five themes and that cognitive aspects were the most prominent. Furthermore, when teachers talked about specific labwork used in their own teaching affective aspects were more important and an additional theme appeared. It was also shown that laboratory instructions supported teachers' goals to develop students understanding of concepts and phenomena. However, goals concerning to think and reflect upon labwork were not supported by the laboratory instructions. ER - TY - JOUR T1 - Hur används läroboken av lärare och elever? T2 - NorDiNa SN - 1504-4556 A1 - Nelson, Johan PY - 2012 VL - 2 IS - 2 SP - 16 EP - 27 DO - 10.5617/nordina.421 LA - swe PB - : Naturfagsenteret, universitetet i Oslo, Norge och institutionen för pedagogik och didaktik, Göteborgs universitet, Sweden KW - textbook KW - science KW - science teaching AB - The textbook plays an important role in science education. It has been criticised, though, for several reasons, and therefore it is important to raise the question of whether the textbook is written and used in the most effective way. This article presents a literature review of the different roles of the textbook when used by teachers and students. Research shows that the textbook is important for teachers in planning of lessons and for the classroom activities. However, findings also indicate that students do not appreciate the textbook as much as might be expected by teachers and textbook producers. Finally, it is evident that neither teachers nor students use the textbook according to modern theories of science education, i.e. according to sociocultural and metacognitive theory. ER - TY - JOUR T1 - Geografiska informationssystem som en integrerad del av lärarutbildningen och skolundervisningen: [Geographic information systems as an integral part of the teacher and school education] T2 - NorDiNa SN - 1504-4556 A1 - Schubert, Per A1 - Johansson, Maria C. PY - 2019 VL - 1 IS - 15 SP - 511 EP - 522 DO - 10.5617/nordina.4448 LA - swe PB - Oslo, Norway : University of Oslo KW - curriculum development KW - geographic information system KW - secondary and upper-secondary school KW - short literature review KW - pedagogics and educational sciences AB - The Swedish school education in geography has developed slowly and still focuses on names of, for example, countries and capitals, rather than geographical concepts and processes. To implement the secondary and upper secondary school curricula, teachers need both broad and deep geographical knowledge. For example, teachers need knowledge of geographic information systems (GIS), which are computerised information systems for analysis and presentation of geographical data. This literature-based discussion article aims to analyse opportunities and difficulties with using GIS programs in the teacher and school education. In summary, the preconditions are good, with few technical barriers, for developing GIS-based teaching in the teacher and school education that promotes active, inquiry-based, cooperative, and problem-based learning. This would make the school education more problem-oriented and interdisciplinary so that it promotes pupils’ opportunities to achieve the competencies stipulated in the curricula. Such development requires that teacher educators and school teachers get the time and resources needed to develop technological pedagogical content knowledge. However, it is probably enough for educators and teachers to get started with simpler internet- and web-based GIS and then develop their knowledge at an appropriate pace. ER - TY - JOUR T1 - In Pursuit of Authenticity in Science Education T2 - NorDiNa SN - 1504-4556 A1 - Anker-Hansen, Jens A1 - Andrée, Maria PY - 2019 VL - 1 IS - 15 SP - 54 EP - 66 DO - 10.5617/nordina.4723 LA - eng PB - : University of Oslo Library KW - authenticity KW - assessment KW - review KW - naturvetenskapsämnenas didaktik KW - science education AB - This article presents a systematic review of how authenticity is used in science education research and discusses the implications these uses have for the design of science education classroom practices. Authenticity has been discussed in education for decades. However, the authenticity of science education not only concerns the design of educational activities, but also the content of what is being taught. This article reviews research articles published in 2013 and 2014, in the three highest ranking journals in science education, regarding how authenticity is framed in science education. The findings suggest that the uses vary greatly from referring to externally defined practices to student relevance. The findings are discussed with the notions of cultural and personal authenticity to suggest important aspects involved with designing science classroom activities authentic to the different references. Based on the review, we have developed a strategy for balancing authenticity in science education classroom practices between cultural and personal authenticity. ER - TY - JOUR T1 - 'What do you know about fat?' Drawing on diverse funds of knowledge in inquiry based science education T2 - NorDiNa SN - 1504-4556 A1 - Andrée, Maria A1 - Lager-Nyqvist, Lotta PY - 2012 VL - 2 IS - 8 SP - 178 EP - 193 DO - 10.5617/nordina.526 LA - eng PB - : University of Oslo Library KW - naturvetenskapsämnenas didaktik KW - science education AB - Connecting students’ worlds, knowledge and experiences with school science has been a central issue in science education research. Here, we conceptualize processes of drawing on students’ personal experiences and knowledge in terms of ‘funds of knowledge’. We scrutinize two sixth grade classroom practices where the inquiry curriculum reform effort, Naturvetenskap och teknik för alla (NTA), is used. This curriculum material explicitly incorporates ideas of ‘learning science from experience’. Our aim is to contribute to a discussion on what conditions of inquiry based science education (IBSE) practices may open up opportunities for science to become personally relevant to students. The  research question investigated is: What do students do when they draw on funds of knowledge that are related to students’ memberships and experiences out-of-school in IBSE pratices? We then use Cultural-Historical Activity Theory framework to analyze how students’ actions of drawing on different funds of knowledge gain meaning in relation to different cultural-historical motives. Our findings indicate that students, when positioning themselves as part of different communities in relation to different goals and overall motives, make use of quite different funds of knowledge. Finally, we discuss possibilities for expanding and acknowledging students’ funds of knowledge when working with  investigations in the science classroom. ER - TY - JOUR T1 - Vad ska elever lära sig angående naturvetenskaplig verksamhet?: En analys av svenska läroplaner för grundskolan under 50 år T2 - NorDiNa SN - 1504-4556 A1 - Johansson, Annie-Maj A1 - Wickman, Per-Olof PY - 2012 VL - 3 IS - 8 SP - 197 EP - 212 DO - 10.5617/nordina.528 LA - swe PB - : University of Oslo Library KW - naturvetenskapsämnenas didaktik KW - science education KW - utbildning och lärande AB - What should students learn about scientific inquiry? A comparative study of 50 years of the Swedish national curriculaThe purpose of this study is to contribute to an understanding of which changes related to scientific inquiry have been made historically in curriculum documents.  A comparative analysis is made of five Swedish national curricula– Lgr 62, Lgr 69, Lgr 80, Lpo 94 and Lgr 11 – during the last 50 years regarding what compulsory school students (school years 1–9) should learn about scientific inquiry. It focuses 1) what students should learn about carrying out scientific inquiries, and 2) what students should learn about the nature of science. All of the curricula examined have aims concerning scientific inquiry. The results show that during the period there have been many shifts in emphasis and changes of aims, for example from learning an inductive method to a more deductive one, and from an emphasis on carrying out investigations to an emphasis on more conceptual understanding of scientific investigations. Because teaching traditions tend to conserve aspects of earlier curricula, it is discussed how the results can help teachers, teacher students and curriculum developers to better see the consequences of the changes for teaching and learning. ER - TY - JOUR T1 - Authentic science in the classroom: students’ perceptions of their experiences T2 - NorDiNa SN - 1504-4556 A1 - Hellgren, Jenny Maria PY - 2019 VL - 3 IS - 15 SP - 299 EP - 312 DO - 10.5617/nordina.5571 LA - eng PB - : Oslo University KW - biologididaktik KW - didactics of biology AB - 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 under-standing 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 class-rooms. 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. ER - TY - JOUR T1 - En Delfistudie om lärares uppfattning av elevengagemang i NO-undervisningen T2 - NorDiNa SN - 1504-4556 A1 - Abrahamsson, Cristian A1 - Malmberg, Claes A1 - Pendrill, Ann-Marie PY - 2019 VL - 2 IS - 15 SP - 128 EP - 144 DO - 10.5617/nordina.5614 LA - swe PB - Oslo : Naturfagsenteret / Norwegian Centre for Science Education KW - science teachers KW - engagement KW - lower secondary KW - delphi study AB - What happens in a science classroom where students are engaged and how do teachers observe and interpret student engagement? This article highlights teachers’ perspective on students’ engagement in science education and to what extent it is connected to the scientific content. This approach complements earlier research which focuses mostly on students’ attitude towards science education and their interest in various topics in science.The findings are based on a three-stage Delphi survey distributed to 39 expert science teachers. The results shows science education with a range of different perspectives and that most teachers do not perceive any direct connection between specific science topics and the students’ engagement. The survey also shows that teachers to a high level interpret students’ emotional expressions and academic behavior as engagement rather than their cognitive behavior. ER - TY - JOUR T1 - Creative drama in chemistry education: a social semiotic approach T2 - NorDiNa SN - 1504-4556 A1 - Danckwardt-Lillieström, Kerstin A1 - Andrée, Maria A1 - Enghag, Margareta PY - 2018 VL - 3 IS - 14 SP - 250 EP - 266 DO - 10.5617/nordina.5869 LA - eng PB - : University of Oslo Library KW - chemistry KW - creative drama KW - upper secondary school KW - design-based research KW - naturvetenskapsämnenas didaktik KW - science education AB - Drama is a way of teaching that has been suggested to support learning, but studies in science education are limited and the potential of using drama needs further scrutiny and design development. In this study, from an upper secondary school in Sweden, we investigate how creative drama may afford students’ meaning-making of abstract non-spontaneous chemical concepts, by exploring what kind of semiotic work students are engaged in when given the opportunity to use their own bodies as semiotic resources. We combine sociocultural theory of learning with multimodal social semiotic analysis. In our analysis, we found different types of transductions and transformations that had consequences for students' meaning-making. A conclusion is that when creative drama activities open up for students to use bodily mode in combination with a variety of other semiotic resources, the students are afforded to explore intermolecular forces in new ways. ER - TY - JOUR T1 - Hur lärare kan stödja andraspråkselever på gymnasiet att tala kemi T2 - NorDiNa SN - 1504-4556 A1 - Ehdwall, Dana Seifeddine A1 - Wickman, Per-Olof PY - 2018 VL - 3 IS - 14 SP - 299 EP - 316 DO - 10.5617/nordina.5870 LA - swe PB - : University of Oslo Library KW - didactical approach KW - naturvetenskapsämnenas didaktik KW - science education AB - In this study we investigate how two didactic models can be used by chemistry teachers to improve teaching to support students with a second language to “talk chemistry”. The study contributes to show how these models can be used by chemistry teachers to organize, perform and assess chemistry lessons in a way that better supports second language students to become more active in talking and so learn chemistry. The material consists of video and audio recordings from chemistry lessons in an introductory class in upper secondary school in Sweden. The study was carried out in two cycles of planning, teaching and analysis in two successive classes. The first cycle entailed analyzing how a “normal” chemistry lesson gave students opportunities to talk and learn chemistry. In cycle 2 changes were made by using the models for the purpose of increasing the students’ opportunities to “talk chemistry”. Our findings show how teachers can support also second language students’ learning to “talk chemistry” by using the didactic models developed for mono-lingual classrooms when planning and performing chemistry lessons. ER - TY - JOUR T1 - Didactic modelling of complex sustainability issues in chemistry education T2 - NorDiNa SN - 1504-4556 A1 - Dudas, Cecilia A1 - Rundgren, Carl-Johan A1 - Lundegård, Iann PY - 2018 VL - 3 IS - 14 SP - 267 EP - 284 DO - 10.5617/nordina.5871 LA - swe PB - : University of Oslo Library KW - socio scientific issue KW - upper secondary school KW - didactic modeling KW - kemiundervisning på gymnasiet KW - didaktisk modellering AB - To meet future challenges regarding sustainability issues, science education needs to address how to educate scientifically literate and responsible citizens. One aspect of this is how to draw students’ attention to the complexity in sustainability issues. Therefore, this study analyses how complexity can become visible in students’ deliberations. The study has been conducted as an in-situ study at two upper secondary schools. The data was analysed using Practical Epistemological Analysis (PEA) and Deliberative Educational Questions (DEQ). The results show that four different kinds of considerations were used to visualise complexity. Those considerations regarded facts and values in relation to known and unknown facts. The considerations were used to develop a didactic model. Design principles were also developed, which together with the model can support teachers in didactic analyses regarding complex sustainability issues in chemistry education. Furthermore, the study shows that chemistry education can contribute to development of Bildung and democratic citizenship. ER - TY - JOUR T1 - Elevimpulser och lärarresponser: Betydelsen av lärares återkoppling för undervisningens diskurs och elevernas meningsskapande i undervisning om sociovetenskapliga dilemma T2 - NorDiNa SN - 1504-4556 A1 - Eriksson, Cecilia A1 - Lundegård, Iann PY - 2018 VL - 3 IS - 14 SP - 285 EP - 298 DO - 10.5617/nordina.5873 LA - swe PB - : University of Oslo Library KW - classroom discourse KW - socioscientific issues KW - feedback KW - education AB - Today teachers face an increased challenge in listening to classroom discourses and students’ areas ofinterest to let these coincides with the overall teaching purpose by feedback. Present study explorehow classroom communication can be modeled to allow this. The socio-scientific-issues raised wereat the same time aimed at creating relevance in the students’ social life as giving a respond to thecurriculum. The data consisted of recordings from science lessons in grade 7 and 8 in Sweden. To makevisible the tension that occurred between different discourses and displacement of power in theconversations, practical epistemological analysis has been made. This resulted in a categorization offive different ways the teacher is taking care of and reconnects the students’ impulses in relation tothe overall purpose. Consequently, this study is offering opportunities for teachers to, in a consciouslymanner, reflect on different strategies for discourse feedback in teaching. ER - TY - JOUR T1 - Planning for learning progressions with the didactical model organizing purposes: a study in context-based science teaching T2 - NorDiNa SN - 1504-4556 A1 - Lavett Lagerström, Malin A1 - Piqueras, Jesús A1 - Palm, Ola PY - 2018 VL - 3 IS - 14 SP - 317 EP - 330 DO - 10.5617/nordina.5875 LA - eng PB - : University of Oslo Library KW - naturvetenskapsämnenas didaktik KW - science education AB - During the last years the didactical model organizing purposes has provided important insights about how teachers work with moment-to-moment learning progressions in science teaching. In the present study, organizing purposes were used to plan a lesson within a context-based unit in Biology, in which the Ebola disease was the overarching context. The lesson was planned in two parts. In the first part, the students worked with a model that simulated the spread of Ebola; in the second part, the model was discussed and compared with the real disease. The analysis of the enacted lesson shows that the students’ experiences from the model were effectively used by the teacher to establish a learning progression towards the learning goals. This was done by eliciting questions, comparisons between the model and real diseases, and recalling specific situations that allowed students to use everyday experiences and scientific concepts. Moreover, by maintaining focus in the context of the unit, the teacher through these actions, constantly directed the lesson towards the learning goals. ER - TY - JOUR T1 - Undervisningstraditioner i naturvetenskaplig undervisning i relation till svenska utbildningsreformer i skolår 6 T2 - NorDiNa SN - 1504-4556 A1 - Lidar, Malena A1 - Engström, Susanne A1 - Lundqvist, Eva A1 - Almqvist, Jonas PY - 2019 VL - 2 IS - 15 SP - 174 EP - 192 DO - 10.5617/nordina.5893 LA - swe PB - : University of Oslo, Norwegian Centre for Science Education AB - In this paper we survey different teaching traditions in Swedish Science Education. The purpose is to map and investigate patterns in teachers’ views of what constitutes “good” Science education in the middle years of compulsory school in Sweden. This is done with the background of a new curriculum with national testing and grading being introduced, which could potentially alter teachers’ views of what is relevant content. A web-based questionnaire to teachers all throughout Sweden (response rate 43%, N=796) was used. The results show that groups can be formed with teachers emphasizing different teaching objectives including emphasis on; scientific facts and concept, laboratory work, everyday knowledge, and political and moral questions, even though the groups had a lot of similarities. The teachers indicate that they changed their instruction to a considerable extent after the three parallel reforms carried out 2011-13. ER - TY - JOUR T1 - Undervisningstraditioner i naturvetenskaplig undervisning i relation till utbildningsreformer i NO i årskurs 6 T2 - NorDiNa SN - 1504-4556 A1 - Lidar, Malena A1 - Engström, Susanne A1 - Lundqvist, Eva A1 - Almqvist, Jonas PY - 2019 VL - 2 IS - 15 SP - 174 EP - 192 DO - 10.5617/nordina.5893 LA - swe PB - : University of Oslo Library KW - curriculum KW - science education KW - educational reform KW - curriculum studies AB - In this paper we survey different teaching traditions in Swedish Science Education. The purpose is to map and investigate patterns in teachers’ views of what constitutes “good” Science education in the middle years of compulsory school in Sweden. This is done with the background of a new curriculum with national testing and grading being introduced, which could potentially alter teachers’ views of what is relevant content. A web-based questionnaire to teachers all throughout Sweden (response rate 43%, N=796) was used. The results show that groups can be formed with teachers emphasizing different teaching objectives including emphasis on; scientific facts and concept, laboratory work, everyday knowledge, and political and moral questions, even though the groups had a lot of similarities. The teachers indicate that they changed their instruction to a considerable extent after the three parallel reforms carried out 2011-13. ER - TY - JOUR T1 - Att betygsätta elevers kunskaper – möjligheter och begränsningar: Grading pupils' knowledge – possibilities and limitations T2 - NorDiNa : Nordic Studies in Science Education SN - 1504-4556 A1 - Bach, Frank A1 - Frändberg, Birgitta A1 - Hagman, Mats A1 - Zetterqvist, Ann A1 - West, Eva PY - 2019 VL - 2 IS - 15 SP - 150 EP - 173 DO - 10.5617/nordina.5896 LA - swe PB - : University of Oslo Library KW - national curriculum KW - science school subject KW - national tests KW - grading KW - factor analysis KW - rasch modelling AB - National tests in the natural sciences for grade 6 were carried out 2013 - 2015. One aim was to provide information about students’ scientific knowledge according to the “abilities”: communicating, exploring and explaining, as stated in the syllabus. Are these “abilities” possible and reasonable to distinguish from each other? Answers (60,000) were used for exploratory and confirmatory factor analyses and controlled for dimensionality in a Rasch model. The results show that the tests mainly capture one overall ability. It was not possible to separate the three “abilities” in a reliable way. Thus, our analyses show that dividing the test into subscales for grading the “abilities” jeopardize test validity. A more reliable option might be to let students’ strong and weak performances in relation to different parts of the syllabus compensate for each other. Lastly we discuss our results in relation to the Swedish educational legislation. ER - TY - JOUR T1 - Students' explanation: Wider variety of teaching methods increases motivation and give higher results in biology T2 - NorDiNa: Nordic Studies in Science Education SN - 1504-4556 A1 - Granbom, Martin A1 - Granbom, Marianne PY - 2019 VL - 2 IS - 15 SP - 193 EP - 205 DO - 10.5617/nordina.5918 LA - eng PB - : University of Oslo AB - According to a previous study, results in one topic within an Upper Secondary School Biology course were increased due to student centered, formative working methods. The current study investigates student's perspective on the reasons for the observed increase in performance through focus group discussions. According to the findings, there was not a single factor explaining the increased result, but students felt more motivated during the topic, mainly due to the increased variation in working methods, ways to learn, and examination format. By phrasing goals in their own words and planning activities in order to achieve goals, transparency increased, and the students felt met at their level of prior knowledge. By allowing students to suggest and choose their own working methods that met individual learning styles, students were more interested in the material and motivated to learn. Having an oral examination in a science subject was new to the students. The oral examination added variation to the assessment format and the way students had to prepare for the assessment, which, in turn, influenced the increase in the assessment results. Formative methods may be more applicable in certain topics, and practical implications are discussed. ER - TY - CHAP T1 - Didactics and didactic models in science education T2 - Methodological approaches to STEM education research A1 - Wickman, Per-Olof A1 - Hamza, Karim A1 - Lundegård, Iann PY - 2018 SP - 34 EP - 49 DO - 10.5617/nordina.6148 LA - eng PB - : Cambridge Scholars Publishing KW - didactic models KW - modelling KW - didaktik med inriktning mot lärararbete och lärarprofession KW - didactic science for teachers and teaching professions KW - naturvetenskapsämnenas didaktik KW - science education AB - In continental Europe didactics is identified as the professional science of teachers. A central concern of didactics is not only to deliver teaching methods for teachers and teacher education, but also to develop analytical units, analytical methods and design principles that are useful for teachers in making decisions on planning, carrying out and assessing teaching and learning. Didactic research provides rationales and conceptual schemata for choosing certain content and for choosing appropriate methods to teach that content with specific groups of students. We give a methodological account of a central field in didactics, namely didactic modelling, analysis and design. We review what didactic models are and how they can be produced. We describe the methodologies of modelling, namely (1) how models can be extracted from classroom data in conjunction with theory, (2) how extracted models need to be mangled with teachers, that is adapting models to make them more useful practically, and (3) procedures of collecting exemplars to illustrate how models can be used with various content and students. We also explain how extracted and mangled didactic models can be used for analysing teaching and learning, and for educational designs. ER - TY - JOUR T1 - Didaktik och didaktiska modeller för undervisning i naturvetenskapliga ämnen T2 - NorDiNa SN - 1504-4556 A1 - Wickman, Per-Olof A1 - Hamza, Karim A1 - Lundegård, Iann PY - 2018 VL - 3 IS - 14 SP - 239 EP - 249 DO - 10.5617/nordina.6148 LA - swe PB - : University of Oslo Library KW - didactic model KW - naturvetenskapsämnenas didaktik KW - science education AB - Didactics and didactic models in science educationThis article reviews what didactic models are, how they can be produced through didactic modelling and how didactic models can be used for analyses of teaching and learning and for educational designs. The article is as an introduction to this Nordina special issue on didactic models and didactic modelling in science education research. ER - TY - JOUR T1 - Teknikämnet i svensk grundskolas tidiga skolår sett genom forskningscirkelns lupp. T2 - NorDiNa SN - 1504-4556 A1 - Gustafsson, Peter A1 - Jonsson, Gunnar A1 - Nilsson, Tor PY - 2018 VL - 2 IS - 14 SP - 113 EP - 124 DO - 10.5617/nordina.6161 LA - swe PB - : University of Oslo Library KW - technology KW - primary school KW - research circle KW - teachers KW - competence development AB - Technology has been a compulsory subject in the Swedish school curriculum since 1980. However,many primary school teachers say that they do not feel comfortable with teaching technology. Thisoften results in a teaching time that is a (too) small part of the total teaching time of science andtechnology. In addition, studies show that pupils are probably not given equivalent education asthe syllabi may be interpreted in different ways. Against this background, we have conducted threeresearch circles under the guidance of researchers, in three municipalities in the Mälardalen region,addressing teachers working in preschool class to grade 6. Each circle had up to five participants andhad five meetings during one year. Based on the teachers’ own questions and needs we have studieddidactic literature connected to the subject of technology, discussed the syllabi for technology anddifferent forms of teaching support. An existing model for pedagogical content knowledge in technologyhas been used to interpret the activities in the research circles. The teachers experienced and appreciatedthe opportunities to work with the subject content linked to the syllabi for technology andsaw ways to integrate technology with other school subjects. ER - TY - JOUR T1 - The use of examples in school science: Developing an analytical tool to enable a discussion in science teacher education T2 - NorDiNa : Nordic Studies in Science Education SN - 1504-4556 A1 - Johansen, Gerd A1 - Rocksén, Miranda A1 - Bjønness, Birgitte PY - 2018 VL - 2 IS - 14 SP - 221 EP - 236 DO - 10.5617/nordina.6194 LA - eng PB - : University of Oslo Library KW - examples KW - teacher education KW - science education AB - Examples play important roles in science teaching as vehicles for both conceptual learning and affective engagement. In this article, we develop an analytical tool that deconstructs and deliberates on the use of examples in school science. This analytical tool approaches examples as part of social interactions in the classroom. The tool can be used to deconstruct the use of examples by identifying the relations among the actors, the types of knowledge and how knowledge is communicated. The tool then facilitates a deliberation on examples’ epistemic affordance – their potential for pupils’ learning. We apply the analytical tool on empirical materials from two classrooms where teachers and pupils (aged 15–16) work with examples connected to evolution, genes and traits. We presume that if this analytical tool is applied on authentic classroom materials in pre-service training, student teachers will benefit when they design or re-use examples in their own future teaching practices. ER - TY - JOUR T1 - Mellan det globala och lokala-förskollärarstudenters meningsskapande om undervisning för hållbarhet i förskolan T2 - NorDiNa SN - 1504-4556 A1 - Ärlemalm-Hagser, Eva A1 - Larsson, J. PY - 2019 VL - 4 IS - 15 SP - 370 EP - 386 DO - 10.5617/nordina.6212 LA - swe PB - : University of Oslo, Norwegian Centre for Science Education AB - In previous studies on teacher education, student teachers and sustainability education, it has been found that there is a great need for more knowledge in higher education within the pedagogical field. Moreover, further studies are needed focused on problematizing how preschool teacher students understand and manage education for sustainable development. Such teaching can go beyond an environmental/scientific discourse through the integration of multiple dimensions of sustainability. The present study addresses this need by studying how preschool teacher students describe education for sustainable development and how global and local sustainability issues may emerge in preschool contexts. Furthermore, sustainable development is understood as a knowledge base that enable children to understand the world and develop their creativity and curiosity, and that they, in the future, like the intentions in STEM (Science, Technology, Engineering and Mathematics) education, will be able to engage or grapple with complex issues. The study is based on a critical theoretical approach and its method is critical text analysis. The empirical basis consists of nineteen essays written by preschool teacher students. ER - TY - JOUR T1 - Mellan det lokala och globala - förskollärarstudenters meningsskapande om undervisning för hållbarhet i förskolan: Between the global and the local – preschool teacher students meaning-making on Education for Sustainability in Swedish Early Childhood Education T2 - NorDiNa : Nordic Studies in Science Education SN - 1504-4556 A1 - Ärlemalm-Hagsér, Eva A1 - Larsson, Jonna PY - 2019 VL - 4 IS - 15 SP - 370 EP - 386 DO - 10.5617/nordina.6212 LA - swe PB - : University of Oslo Library KW - undervisning för hållbarhet KW - lokala-globala perspektiv KW - stem KW - förskola KW - förskollärarstudenter AB - Tidigare studier om lärarutbildning, lärarstudenter och undervisning för hållbarhet har visat att det finns stort behov av mer kunskap inom detta högskolepedagogiska fält. Specifikt behövs fler studier med syftet att problematisera hur förskollärarstudenter förstår och hanterar undervisning för hållbarhet. En sådan undervisning går bortom en miljöbaserad/naturvetenskaplig diskurs genom en integration av flera dimensioner av hållbarhet. Föreliggande studie möter detta behov genom att studera hur förskollärarstudenter beskriver undervisning för hållbarhet och hur globala och lokala hållbarhetsfrågor framträder i en förskolekontext. Vidare hanteras hållbarhet som en kunskapsbas vilken bidrar till barns möjlighet att förstå världen och utveckla sin kreativitet och nyfikenhet samt att de i nutid och framtid, i likhet med intentioner kring STEM-education, utvecklar sin kunskap och kompetens ta ställning i komplexa frågor. Studien utgår från en kritisk teoretisk ansats och dess metod är kritisk textanalys. Det empiriska underlaget utgörs av nitton essäer skrivna av förskollärarstudenter. I resultatet framträder två skilda undervisningsstrategier; ett sammanhållet och ett fragmentariskt. Dessa strategier skiljer sig åt, bland annat i hur barn skrivs fram som aktörer som delaktiga i arbetet för hållbarhet, men även som enbart deltagande i det tematiska arbetet. Vidare framstår digitala redskap som en möjlighet att koppla samman lokala och globala perspektiv samt att STEM visar sig företrädesvis i relation till ekologi. ER - TY - JOUR T1 - Opportunities for Education for Sustainability through multidimensional preschool science T2 - NorDiNa SN - 1504-4556 A1 - Sundberg, Bodil A1 - Areljung, Sofie A1 - Ottander, Christina PY - 2019 VL - 4 IS - 15 SP - 358 EP - 369 DO - 10.5617/nordina.6237 LA - eng PB - : UiO: University Library KW - didactics of natural science KW - naturvetenskapens didaktik AB - In this article, we exemplify and discuss how preschool science education may contribute to Education for Sustainability (EfS). We draw on data from science activities in fourteen Swedish preschools, in which we have previously identified examples of ‘multidimensional science teaching’, hence, teaching that intertwines children’s science learning with multiple dimensions of children’s lives, such as emotions, fantasy, play and aesthetic modes of expressions. By re-analysing these activities through an EfS lense, we show several examples of how multidimensional science teaching provide opportunities for children to develop agency and empowerment as well as connectedness with the environment, and some examples of creative problem solving. Yet, we advocate that teachers’ active participation is crucial for realising multidimensional science teaching in a way that contributes to EfS. ER - TY - JOUR T1 - Selektiva traditioner i grundskolans tidigare år: Lärares betoningar av kvalitéer i naturvetenskapsundervisningen T2 - NorDiNa SN - 1504-4556 A1 - Johansson, Annie-Maj A1 - Wickman, Per-Olof PY - 2013 VL - 1 IS - 9 SP - 50 EP - 65 DO - 10.5617/nordina.626 LA - swe PB - : University of Oslo Library KW - naturvetenskapsämnenas didaktik KW - science education KW - utbildning och lärande AB - The aim of this study was to elucidate the selective traditions of Swedish primary school teachers in using inquiry-based learning. Material from thirteen interviews where teachers described their own inquiry practice was used to study the selective traditions along with the qualities these traditions emphasized. Four different selective traditions were identified: the fact oriented, the activity oriented, the collaboration oriented and the community oriented traditions. Different qualities were emphasized in the different traditions, for instance regarding whether teaching and inquiry should be difficult, correct, free or fun. ER - TY - JOUR T1 - Investigation of Peer Discussions on Genetic Concepts T2 - NorDiNa SN - 1504-4556 A1 - Westman, Anna-Karin PY - 2013 VL - 1 IS - 9 SP - 82 EP - 90 DO - 10.5617/NORDINA.628 LA - eng PB - : Naturfagsenteret KW - science education KW - peer discussion AB - This study is an investigation on how students express their understanding of genetic concepts and their relations during peer discussions. Participants in this study were non-major students from a Swedish upper secondary school. Special attention was paid to how the groups treated the domain- specific vocabulary, how they expressed their understanding of reduction division and how they connected concepts from different biological organization levels. These subject areas have been reported as difficult for students in earlier studies. The results show discussions concerning the three subject areas and in the discussions the students help each other to make the meaning of the genetic concepts clear. The analysis is based on socio-cultural perspectives with focus on how the participants treated the genetic content from the previously presented subject areas in their discussions. ER - TY - JOUR T1 - Tre förskollärares undervisning i teknik – en utvecklingspedagogisk analys av det avsedda och det manifesta lärandeobjektet. T2 - NorDiNa SN - 1504-4556 A1 - Sundqvist, Pernilla PY - 2019 VL - 2 IS - 15 SP - 114 EP - 127 DO - 10.5617/nordina.6290 LA - swe PB - : University of Oslo Library KW - preschool KW - preschool teacher KW - early childhood education KW - technology education KW - developmental pedagogy KW - förskola KW - förskollärare KW - teknikundervisning KW - utvecklingspedagogik AB - The analysis of three activities from two different preschool units is presented. The aim is to show how the actions of the preschool teachers affect children’s learning possibilities in each activity with regard to the technology in children’s surrounding world. The aim is chosen because previous research have shown the intentions of preschool teachers are not always realized, and that teaching about the technology in the surrounding world is rare. The analysis uses a developmental pedagogy perspective and shows the relation between the intended and the enacted object of learning in each activity. The study shows that the participating preschool teachers are active in children’s learning, have a pedagogical plan where children’s perspectives are observed and regarded, and perform teaching where the technology in the surrounding world is treated and made visible. To what degree the intended object of learning is enacted varies, and possible causes for this are discussed. ER - TY - JOUR T1 - Negotiating the relevance of laboratory work: Safety, procedures and accuracy  brought to the fore in science education T2 - NorDiNa SN - 1504-4556 A1 - Lundin, Mattias A1 - Lindahl, Mats PY - 2014 VL - 1 IS - 10 SP - 32 EP - 45 DO - 10.5617/nordina.638 LA - eng PB - : University of Oslo Library KW - laboratory work KW - safety KW - procedures KW - accuracy KW - school science KW - nos KW - science education KW - naturvetenskap med utbildningsvetenskaplig inriktning AB -  This text addresses the problem of the discrepancy between teachers’ and students’ positions in negotiations about the authenticity and legitimacy of school science activities. The study focuses on the apparent conflicts concerning legitimacy and authenticity when teachers and students bring attention to safety, authenticity and accuracy during issues laboratory activities. The analysed data are excerpts made from video observations in two science classes. Analysis was made using epistemological moves describing how teachers and students make their activities relevant. The result indicates that in the classroom conversation about laboratory practice, teachers sometimes draw the attention to safety, procedures and accuracy to legitimize the activity and how they try to control it. Negotiations concerning the legitimacy and authenticity of activities seem inevitable. Unless understandable agreements are reached, the negotiations jeopardize a successful understanding of the Nature of Science (NOS). Misunderstanding of the authenticity of activities contributes to a reduction of their legitimacy, and undermining teaching of context independent knowledge. ER - TY - JOUR T1 - Barns frågor under en utforskande process kring träd: [Children's questions about trees] T2 - NorDiNa SN - 1504-4556 A1 - Halvars, Bodil PY - 2021 VL - 1 IS - 17 SP - 4 EP - 19 DO - 10.5617/nordina.6456 LA - swe PB - : University of Oslo Library KW - children’s questions KW - working theories KW - trees KW - sustainable development KW - learning as a relational field of potentiality KW - barns frågor KW - provisoriska teorier KW - träd KW - hållbar utveckling KW - lärandet som ett relationellt potentialitetsfält AB - The aim of the study is to scrutinize children's meaning-making in a tree-project during one year in a preschool class. The purpose with this article is to shed light on what happens in children’s encounters with the trees and how an exploratory approach might encompass children’s own questions and working theories.By mapping the children's explorative process from the Deluzian concept learning as a relational field of potentiality (Dahlberg & Elfström, 2014), the connections are identified and analyzed. The data has been generated through ethnographical methods: participant observations, focus groups and stimulated recall. The children’s aesthetic works and the concluding exhibition with additional walks are also part of the data generating.The mapping of the tree-project makes the meaning-making visible, where the children's questions center on complex issues with further connections to ecological issues and sustainability. The driving force of the project is the questions that the children pose, while the pedagogues support their explorations in order to deepen and develop the learning possibilities. ER - TY - JOUR T1 - Perceived learning experiences regarding Education for sustainable development: within Swedish outdoor education traditions T2 - NorDiNa SN - 1504-4556 A1 - Manni, Annika A1 - Ottander, Christina A1 - Sporre, Karin A1 - Parchmann, Ilka PY - 2013 VL - 2 IS - 9 SP - 187 EP - 205 DO - 10.5617/NORDINA.653 LA - eng PB - Oslo : NorDina, Naturfagssenteret KW - education for sustainable development KW - learning experiences KW - outdoor activities AB - This article presents results from a Swedish exploratory study investigating perceptions of the learning experiences related to education for sustainable development (ESD) by students 10-12 years old. A comprehensive questionnaire with both open and closed questions asking for the students’ cognitive, emotional, practical, social, and situated learning experiences was developed. The empirical material consists of the responses from 209 students from six schools. The schools were selected to get a variety of both school programs regarding ESD and outdoor education activities. The results reported here reveal relationships between areas of students’ learning experiences, mainly between the cognitive, emotional, and social areas. Comparisons between the schools illustrate different approaches to teaching as well as the students’ diverse perceptions of these practices. The questionnaire developed for the project proved to be a valid instrument for researching the relationships and complexities in ESD learning, thus demonstrating its potential for use in future studies. ER - TY - JOUR T1 - Muntlig kommunikation under en lektion om energikällor i årskurs 5: [Oral Communication during a Lesson on Energy Sources in Grade 5] T2 - Nordic Studies in Science Education SN - 1504-4556 A1 - Brorson Norberg, Birgitta A1 - Enghag, Margareta A1 - Engström, Susanne PY - 2014 VL - 1 IS - 10 SP - 35 EP - 47 DO - 10.5617/nordina.676 LA - swe PB - Oslo : University of Oslo Library KW - didactic science for teachers and teaching professions KW - didaktik med inriktning mot lärararbete och lärarprofession AB - Studies have shown that students’ awareness of the goals and purposes of the laboratory activityis important for their possibility to participate in and learn from the activity. While practical activitiesoften have been considered to be a central part of science education, relatively few studies haveexamined laboratory work in situ. In this paper we addressed these issues by examining (a) whatpurposes are distinguished when students’ work with a laboratory assignment and (b) how thesepurposes are made continuous with the teacher’s aim with the assignment. The data was based onclassroom observations from two ordinary laboratory settings, one from a chemistry class in lowersecondary school and one from a physics class in the natural science programme in upper secondaryschool. Although both student groups acknowledged their teacher’s intentions with the practical andcould act towards the more student centered purposes of the activity, e.g. describe what happens withthe copper and measure the speed of a small vessel respectively, there were differences regarding thepossibilities the students had to act toward the activity’s final aim. The results showed that these factorscan be referred to the amount of purposes introduced by the teacher as well as those that arosebecause of contingences, and the connection of these purposes to students’ prior experiences. ER - TY - JOUR T1 - Kod som teknisk lösning: en studie om grundskoleeleversuppfattningar av ändamålsenlighet i derasspontana programspråk T2 - NorDiNa SN - 1504-4556 A1 - Anderhag, Per A1 - Björn, Madeleine A1 - Fahrman, Birgit A1 - Lundholm-Bergström, Annika A1 - Weiland, Maria A1 - Wållberg, Tove PY - 2021 VL - 1 IS - 17 SP - 113 EP - 129 DO - 10.5617/nordina.7020 LA - swe PB - : University of Oslo Library KW - teknikdidaktik KW - grundskolan KW - programmering KW - programmeringsspråk KW - ändamålsenlighet KW - subject learning and teaching KW - ämnesdidaktik AB - 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. ER - TY - JOUR T1 - Kod som teknisk lösning: En studie om grundskoleelevers uppfattningar av ändamålsenlighet i deras spontana programspråk T2 - NorDiNa SN - 1504-4556 A1 - Björn, M. A1 - Fahrman, Birgit A1 - Lundholm-Bergström, A. A1 - Weiland, M. A1 - Wållberg, T. PY - 2021 VL - 1 IS - 17 SP - 113 EP - 129 DO - 10.5617/NORDINA.7020 LA - eng PB - : University of Oslo Library AB - This study examines primary school students’ perception of functionality in their spontaneous programming language for controlling a simple robot. Classroom activities were designed in order to create opportunities for the students (year 1 and year 4) to discuss and develop together with their teachers a shared programming 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 that the students primarily perceived a code’s functionality as a question of readability, rather than how well it fit the purpose of controlling the robot. Possible consequences of the findings for teaching in technology education are discussed. ER - TY - JOUR T1 - Bokrecension av Fysikkdidaktikk, 2. utgave, av Angell et al. T2 - NorDiNa SN - 1504-4556 A1 - Haglund, Jesper PY - 2019 VL - 3 IS - 15 SP - 333 EP - 335 DO - 10.5617/nordina.7051 LA - swe PB - : University of Oslo; Stockholm University KW - physics ER - TY - JOUR T1 - Från implicit till explicit: Didaktiska modeller som verktyg för att utmana selektiva traditioner rörande undersökande arbete T2 - NorDiNa SN - 1504-4556 A1 - Lunde, Torodd A1 - Drechsler, Michal A1 - Gericke, Niklas PY - 2020 VL - 2 IS - 16 SP - 167 EP - 182 DO - 10.5617/nordina.7280 LA - swe PB - : University of Oslo Library KW - undersökande arbete KW - didaktiska modeller KW - undervisningstradition KW - laborativt arbete KW - education AB - This study aims to illustrate how didactic models in science education can help in-service teachers to challenge selective traditions in a constructive way. The study was based on a teacher professional development program on inquiry-based science teaching in lower secondary school. Three didactic models were used in both lectures and group reflections to initiate reflections on different ways of interpreting the aims and content associated with inquiry-based science teaching and the consequences of these interpretations. Data was collected from a group of four teachers and consists of written documentation, recordings of group reflections and a group interview. The study shows that the three didactic models helped to make different ideas and underlying assumptions visible and that the teachers could reflect on their meaning and interpretations in a constructive way. Subsequently, the teachers could explicitly separate different ways to interpret the ideas associated with inquiry-based science teacher and make more conscious didactic choices as a result. The study shows that it can be fruitful to provide teachers with reflection tools in the form of didactic models to avoid that ideas introduced in continuing education are selectively adapted to current teaching without critical reflection. ER - TY - JOUR T1 - Lärares kontextualisering av ämnesinnehåll -Hybrida kontexter i NO-undervisningen T2 - NorDiNa SN - 1504-4556 A1 - Granklint Enochson, Pernilla A1 - Davidsson, Eva PY - 2021 VL - 1 IS - 17 SP - 35 EP - 47 DO - 10.5617/nordina.7388 LA - swe PB - Oslo : Naturfagsenteret AB - Previous research has shown an increased student interest and enhanced learning when the school science content is related to other familiar contexts. This is particularly evident in intervention studies, which aim to integrate the school science content with students’ everyday life. In this article, we analyse how teachers, in authentic situations, relate science content presented in lesson introductions to other contexts such as everyday life or other school subjects. The data consists of observations of lesson introductions in grade nine, from six different schools, in all eight hours of video recordings. The results point to that teachers adopt a variety of ways in order to integrate the science content to other contexts, such as relating to students’ everyday life, to different language perspectives or to other school subjects and thereby initiate hybrid contexts. However, the results indicate that the teachers in this study initiate hybrid contexts to a low extent and seemingly ad hoc, in the moment. It is likely to believe that if students are to benefit from contextualization as a means for enhancing interest and learning, learning activities need to relate science content to other relevant contexts in a more comprehensive way. © 2021 University of Oslo, Norwegian Centre for Science Education. All rights reserved. ER - TY - JOUR T1 - “Should we be afraid of Ebola?” A study of students’ learning progressions in context-based science teaching T2 - NorDiNa SN - 1504-4556 A1 - Lavett Lagerström, Malin A1 - Piqueras, Jesús A1 - Palm, Ola PY - 2021 VL - 1 IS - 17 SP - 64 EP - 78 DO - 10.5617/nordina.7658 LA - eng PB - : University of Oslo Library KW - context-based science teaching KW - learning progressions KW - organizing purposes KW - kontextbaserad undervisning i naturvetenskap KW - lärandeprogressioner KW - organiserande syften KW - naturvetenskapsämnenas didaktik KW - science education AB - In this study, we explored how learning progressions were established in a context-based science teaching unit. A science class in secondary school was followed during a teaching unit in Biology, in which the Ebola disease was used as context. Teaching was planned using the didactical model organizing purposes. Learning progressions were studied as continuity between teaching purposes, the science content and the context in four sequential lessons. The analysis of teaching evidenced a considerable variation in how learning progressions were constituted within lessons and showed how learning progressions could develop between lessons through the combination of different teaching activities. By consistently mentioning and referring to Ebola, the teacher had a pivotal role in establishing relations between teaching purposes, the content and the context. Furthermore, our results evidence the important role of the context in supporting students’ learning of science content. Finally, we discuss concrete actions in the planning of the unit to improve lessons that evidenced a weaker connection to the context. ER - TY - JOUR T1 - När läroplan och tradition möts: hur högstadielärare bemöter yttre förväntningar på undersökande arbete i naturämnesundervisningen T2 - NorDiNa SN - 1504-4556 A1 - Lunde, Torodd A1 - Rundgren, Carl-Johan A1 - Chang Rundgren, Shu-Nu PY - 2015 VL - 1 IS - 11 SP - 88 EP - 101 DO - 10.5617/nordina.783 LA - swe PB - : University of Oslo Library KW - inquiry-based science teaching KW - laboratory work KW - science education KW - lower secondary KW - teaching tradition KW - curricula KW - undersökande arbetssätt KW - laborativt arbete KW - laborationer KW - naturämnen KW - grundskolans senare del KW - undervisningstradition KW - läroplan KW - chemistry AB - The current Swedish curricula for compulsory school (Lgr11) emphasize inquiry-based science teaching to develop pupils’ critical thinking while the Swedish laboratory teaching tradition emphasize laboratory work to gain students conceptual understanding. The aim of this study is to illuminate how a group of teachers within the Swedish teaching tradition, based on the prevailing condition, met the external expectations of involving pupils in inquiry-based science teaching. During a teacher professional development program, the entire group of lower secondary science teachers within a school district, twelve in total, participated in group reflections about own inquiry activities. The results indicated that teachers, despite shortage of activates, wanted to involve pupils in inquiry-based science teaching to meet the curricula’s’ and national tests’ request for such activities. The teachers did this through hybridization, in which the teachers opened up and transformed existing laboratory activities; and by imitation, in which they imitated how investigative inquiry is carried out on national tests. Inquiry-based science teaching, as it emerges in this study, possessed several characteristics might limiting the potential for pupils to develop an understanding functional for critical thinking in private- and public lives.  ER - TY - JOUR T1 - 'The brain needs nutrition': pupils' connections between organizational levels T2 - NorDiNa SN - 1504-4556 A1 - Jahic Pettersson, Alma A1 - Tibell, Lena A1 - Löfgren, Ragnhild PY - 2021 VL - 1 IS - 17 SP - 48 EP - 63 DO - 10.5617/nordina.7930 LA - eng PB - Oslo, Norway : Naturfagsenteret AB - Previous research suggests that connecting organizational levels of biological systems is challenging for pupils. In the present study we investigated 122 pupils’ written responses to a question in a national bio-logy test concerning how nutrient molecules are adsorbed by the small intestine and transported to the brain. We aimed to investigate what awareness the pupils have of the connection between the digestive and circulatory systems. We mapped the pupil’s expressed knowledge by using content analysis which was performed in five steps including connection between the systems, organizational levels and scientific explanations. We found that the most correct descriptions contained the highest number of connections between the digestive and the circulatory systems and linking of the different organizational levels. The most correct descriptions included the highest proportion of the meso level. Therefore, knowledge at the meso level seems to be essential for grasping connections between macro- and submicro-level processes, and connections of digestion and circulation systems. ER - TY - JOUR T1 - Students' use of justifications in socioscientific argumentation T2 - Nordic Studies in Science Education SN - 1504-4556 A1 - RIETZ, LOUISE A1 - Jönsson, Anders A1 - Lundström, Mats PY - 2021 VL - 3 IS - 17 SP - 247 EP - 264 DO - 10.5617/NORDINA.8203 LA - eng PB - : University of Oslo AB - Research focusing on students' argumentation in socioscientific issues (SSI) shows that students tend to base their arguments on values rather than knowledge. This study explores Swedish upper secondary chemistry students' written argumentation. The data consists of student texts written at the end of an intervention designed to develop skills related to high quality argumentation. The results show that after being taught about argumentation and the context of SSI, students mainly base their arguments on content knowledge. Value justifications are present in students' texts, but constitute a smaller proportion. Beside content knowledge- and value justifications, we found a third category - "reasoning" - in which students draw conclusions, or make predictions of future events, to support or refute a claim. The justifications in the argumentative texts include a breadth of subject areas in which chemistry knowledge plays an important role. This study suggests that content knowledge constitutes an important partin student argumentation. ER - TY - JOUR T1 - The purpose of science education: Guidance provided by Swedish Science Syllabuses T2 - NorDiNa SN - 1504-4556 A1 - Knekta, Eva A1 - Almarlind, Pia A1 - Ottander, Christina PY - 2022 VL - 1 IS - 18 SP - 39 EP - 62 DO - 10.5617/nordina.8224 LA - eng PB - : University of Oslo Library KW - science education KW - purpose of education KW - curriculum emphases KW - functions of education KW - syllabuses AB - 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. ER - TY - JOUR T1 - Design for learning programming: Approaches taken by novice learners T2 - NorDiNa SN - 1504-4556 A1 - Sparf, Maria A1 - Löfgren, Håkan A1 - Kreitz-Sandberg, Susanne PY - 2022 VL - 1 IS - 18 SP - 6 EP - 22 DO - 10.5617/nordina.8251 LA - eng PB - Oslo, Norway : University of Oslo Library KW - pedagogik med inriktning mot utbildningsvetenskap KW - educational science AB - 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 ap-ply 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 qualitati-vely different approaches that pupils take to solve programming problems: mathematically, trial and er-ror, 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.  ER - TY - JOUR T1 - Teknik i de tidiga skolåren – om vad det innebär att kunna konstruera en länkmekanism T2 - NorDiNa SN - 1504-4556 A1 - Björkholm, Eva PY - 2015 VL - 1 IS - 11 SP - 35 EP - 53 DO - 10.5617/nordina.829 LA - swe PB - : University of Oslo Library KW - technology education KW - primary school KW - learning study KW - phenomenography KW - utbildningsvetenskap med inriktning mot praktiska kunskapstraditioner KW - educational sciences in arts and professions AB - Technical knowing in the early school years – A learning study of the meaning of knowing how to construct a linkage mechanismThis study within primary technology education aims at exploring the capability to construct a specific linkage mechanism. The study reported was integrated in a Learning study, a kind of design experiment inspired by the Japanese Lesson Study, and was carried out in collaboration with two primary school teachers and their two classes, a preschool class and a grade one class. The study reports on the analysis of the video-recorded pre- and post-test. The tests were analysed phenomenographically resulting in four categories describing qualitatively different ways of experiencing the object of learning. The categories were then analysed in terms of critical aspects, describing aspects necessary to discern for this group of students in order to learn how to construct a linkage mechanism. The result indicates the importance of discerning the two joints and their different characteristics in terms of a fixed and a moving joint as well as the placement of the moving joint in relation to the resulting movement. ER - TY - JOUR T1 - Science teaching in upper primary school through the eyes of the practitioners T2 - NorDiNa SN - 1504-4556 A1 - Varg, Lina A1 - Näs, Helena A1 - Ottander, Christina PY - 2022 VL - 1 IS - 18 SP - 128 EP - 142 DO - 10.5617/nordina.8320 LA - eng PB - : University of Oslo Library KW - kemididaktik KW - didactics of chemistry AB - 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. ER - TY - JOUR T1 - Fritidshemmet - en förbisedd potential i arbetet med lärande för hållbar utveckling?: School-Age Educare - a neglected potential in education for sustainable development? T2 - NorDiNa SN - 1504-4556 A1 - Manni, Annika A1 - Knekta, Eva PY - 2022 VL - 1 IS - 18 SP - 63 EP - 81 DO - 10.5617/nordina.8481 LA - swe PB - Oslo : University of Oslo KW - fritidshem KW - lärande för hållbar utveckling AB - School-Age Educare is an integrated part of the Swedish compulsory school organization, focusing socialrelations, children's interests and play. Although included in the national school curriculum, there is a lackof knowledge of if and how School-Age Educare currently work with the mandatory task of educationfor sustainable development (ESD). This article thus seeks to examine the educational potentials, butalso possible need for support, of School-Age Educare in relation to ESD. Through analyzing 453 teachersresponses 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 pedagogicalapproach, supporting ESD as a transactional and pragmatic approach. The constrains contributing to ESDlies in the somewhat absent awareness among the teachers themselves, but also in the limited resourcesand time available of carrying out sustainability education at the centers. ER - TY - JOUR T1 - Syften och tillfälligheter i högstadie- och gymnasielaborationen: en studie om hur elever handlar i relation till aktivitetens mål T2 - NorDiNa SN - 1504-4556 A1 - Anderhag, Per A1 - Danielsson Thorell, Helena A1 - Andersson, Carina A1 - Holst, Andreas A1 - Nordling, Johan PY - 2014 VL - 1 IS - 10 SP - 63 EP - 76 DO - 10.5617/nordina.862 LA - swe PB - : University of Oslo Library KW - naturvetenskapsämnenas didaktik KW - science education AB - Purposes and contingencies in the lower and upper secondary school labStudies have shown that students’ awareness of the goals and purposes of the laboratory activity is important for their possibility to participate in and learn from the activity. While practical activities often have been considered to be a central part of science education, relatively few studies have examined laboratory work in situ. In this paper we addressed these issues by examining (a) what purposes are distinguished when students’ work with a laboratory assignment and (b) how these purposes are made continuous with the teacher’s aim with the assignment. The data was based on classroom observations from two ordinary laboratory settings, one from a chemistry class in lower secondary school and one from a physics class in the natural science programme in upper secondary school. Although both student groups acknowledged their teacher’s intentions with the practical and could act towards the more student centered purposes of the activity, e.g. describe what happens with the copper and measure the speed of a small vessel respectively, there were differences regarding the possibilities the students had to act toward the activity’s final aim. The results showed that these factors can be referred to the amount of purposes introduced by the teacher as well as those that arose because of contingences, and the connection of these purposes to students’ prior experiences. ER - TY - JOUR T1 - Rainforest conversations. How students talk about plants. T2 - NorDiNa : Nordic Studies in Science Education SN - 1504-4556 A1 - Hipkiss, Anna Maria A1 - Nyberg, Eva PY - 2022 VL - 2 IS - 18 EP - 2 DO - 10.5617/nordina.8716 LA - eng PB - : University of Oslo Library AB - This study examines the conversations of 41 student teachers during visits to a designed rainforest in a greenhouse in a botanical garden in Sweden. The aim of this study is to explore the multimodal affordan-ces of the rainforest for student teachers’ negotiations, and through this obtain an understanding of the potential this environment has for teaching and learning about plants, biodiversity, ecology and life on Earth.Data for this exploratory case study was collected through observations as well as audio recordings of interactions between student teachers. Data was analysed using multiple tools, including thematic ana-lyses and social semiotics. The results show that the walk-through in the rainforest and the encounters with plants awaken curiosity, raise questions and bring about hypotheses. This has implications for and informs teaching about plants and the importance of plants for life on Earth. ER - TY - JOUR T1 - Multimodality in the teaching of biology: comparing some semiotic resources T2 - NorDiNa : Nordic Studies in Science Education SN - 1504-4556 A1 - Bursjöö, Ingela PY - 2022 VL - 2 IS - 18 SP - 243 EP - 253 DO - 10.5617/nordina.8740 LA - eng PB - : University of Oslo Library KW - science education KW - multimodality KW - semiotic resources AB - In the teaching of scientific subjects, several semiotic resources such as images, texts, physical models, audio recordings and film have been used for a long time. In recent years, digital learning resources have also been added, such as simulations and virtual and augmented realities. In this paper, an investigation of how pupils understand the science of hearing and the anatomy of the ear with the support of various semiotic resources is performed by a teacher/researcher. How do pupils reflect on their understanding of hearing when they use different semiotic resources in teaching? In this investigation five different semiotic resources are compared. The analysis of questionnaires, interviews and lesson observations shows how the pupils move between the different modalities. The findings indicate that pupils can benefit from using carefully chosen different semiotic resources. It could also matter in which order the semiotic resources are used. The study shows that embodied cognition plays a prominent role, such as touching a physical model of an ear. Furthermore, understanding the anatomy of the ear is described as better using a physical model, while understanding the process of hearing is described as better using a simulation. These findings can be useful for teachers, student teachers, teacher educators and teaching aid developers. ER - TY - JOUR T1 - Känslor och estetik i förskolans naturvetenskap: Emotions and aesthetics in preschool science T2 - NorDiNa : Nordic Studies in Science Education SN - 1504-4556 A1 - Nyberg, Eva A1 - Rocksén, Miranda A1 - Baker, Nada A1 - Silverhagen Camacho, Cecilia PY - 2022 VL - 2 IS - 18 SP - 254 EP - 269 DO - 10.5617/nordina.8744 LA - swe PB - : University of Oslo Library AB - The significance of aesthetic experiences, including things perceived as beautiful or pleasant, but also ugly or unpleasant, has been studied in relation to children’s interest and learning in science. The purpose of the present study is to contribute to the development of knowledge about how aesthetics and exploratory approaches are used in preschool teaching in science. Based on this, we wanted to examine the possibility that a focus on aesthetic experiences and experiences based on living organisms or natural objects could be considered and used as a subject didactic model in activities with scientific content. The article is based on an analysis of interactive logbooks from a collaborative project between preschool and university. Our results show that aesthetic experiences and expressions appear as constantly present andin constant change and development in the preschool’s activities, and that this is driven by the children’s and educators’ curiosity and creativity in close interaction. Our conclusion is that a subject didactic model with a focus on aesthetic experiences might contribute to this didactic approach being formulated, concretized and developed in preschool teaching. ER - TY - JOUR T1 - Reflecting on Boundary Crossings between Knowledge and Values: A Place for Multimodal Objects in Biology Didactics? T2 - NorDiNa : Nordic Studies in Science Education SN - 1504-4556 A1 - Sanders, Dawn PY - 2022 VL - 2 IS - 18 SP - 214 EP - 224 DO - 10.5617/nordina.8749 LA - eng PB - : University of Oslo Library KW - multi-modal KW - boundary objects KW - border-crossings KW - biology didactics AB - 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. ER - TY - JOUR T1 - Elevers upplevelser av ett SNI-fall och dess betydelse för elevers roll som demokratiska samhällsmedborgare T2 - NorDiNa SN - 1504-4556 A1 - Rietz, Louise A1 - Jönsson, Anders A1 - Lundström, Mats PY - 2022 VL - 2 IS - 18 SP - 181 EP - 198 DO - 10.5617/nordina.8762 LA - swe PB - : University of Oslo Library AB - This study explores the experiences of Swedish upper secondary school chemistry students working with a socioscientific issue about per- and polyfluoroalkyl substances (PFAS) in everyday products, and how they perceive that this teaching has influenced them in their role as citizens in a democratic society. Data collection has been carried out on several occasions over a period of one and a half year after the teaching event, and data includes answers from questionnaires and focus-group interviews. The results show that the students are able to view the issue from different perspectives and to understand the inherent complexity. The results also suggest that the students developed their critical thinking skills and awareness as consumers. Furthermore, students report to have developed an interest in environmental issues and a feeling that they have opportunities to make a difference. These aspects constitute important conditions for active citizenship and informed decision-making. ER - TY - JOUR T1 - Reading the Code Between the Lines: Exploring the Structure of metaphors in educational programming resources T2 - NorDiNa SN - 1504-4556 A1 - Larsson, Andreas PY - 2022 VL - 3 IS - 18 SP - 305 EP - 322 DO - 10.5617/nordina.8774 LA - eng PB - : Universitetet i Oslo AB - Recent work in computer science education shows that natural language plays a pivotal role in learners’ understanding of programming concepts. This study explores metaphorical expressions in four computer programming textbooks and online resources in Swedish upper secondary education. The Metaphor Identification Procedure was applied to identify metaphoric language. The metaphors reveal how expressions such as the ‘program asking’ or the ‘function building’ are structured in relation to embodied experiences. The results show that central concepts are structured in relation to metaphors such as Inanimate Phenomena are Human Agents and Organisation is Physical Structure. Findings also demonstrate differences in the types of metaphors are present in each resource, with Events are Actions communicated most frequently. Lastly, the resources vary in how they describe the role of the programmer: as a ‘constructor’ or ‘instructor’. This implies that the discovered metaphoric structure in textual resources might influence students’ subsequent learning of programming concepts. ER - TY - JOUR T1 - Student teachers’ challenges addressed by science didactics when reflecting upon teaching at a science centre T2 - NorDiNa : Nordic Studies in Science Education SN - 1504-4556 A1 - Thorén Williams, Alexina A1 - Svensson, Maria PY - 2022 VL - 1 IS - 18 SP - 23 EP - 38 DO - 10.5617/NORDINA.8784 LA - eng KW - science didactics KW - student teachers science centre didactic tetrahedron video-stimulated reflections AB - 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. ER - TY - JOUR T1 - Motiv för undervisning i naturen i svensk skola T2 - NorDiNa SN - 1504-4556 A1 - Andersson, Karin PY - 2022 VL - 3 IS - 18 SP - 275 EP - 289 DO - 10.5617/nordina.8888 LA - swe PB - : Naturfagsenteret AB - The overall aim of this article is to contribute to a critical discussion about aims and goals of outdoor education in schools. The study examines motives for outdoor education in the national curricula in Sweden from the end of 19th century until today. The study relies on a discourse analysis methodology. Aspects of continuity and change connected to the identified motives are also included in the analyses. The results show that a scientific perspective on encounters with nature has dominated during the last hundred years. In recent years, more instrumental motives are expressed in the curricula, while students' personal experiences and feelings are less focused. © 2022 University of Oslo, Norwegian Centre for Science Education. All rights reserved. ER - TY - JOUR T1 - Editorial Nordina 3/2021 T2 - NorDiNa SN - 1504-4556 A1 - Olander, Clas A1 - Rundgren, Carl‐Johan A1 - Turmo, Are PY - 2021 VL - 3 IS - 17 SP - 244 EP - 246 DO - 10.5617/nordina.9031 LA - eng PB - : University of Oslo ER - TY - JOUR T1 - Computational thinking as part of compulsory education: how is it represented in Swedish and Norwegian curricula? T2 - NorDiNa SN - 1504-4556 A1 - Vinnervik, Peter A1 - Bungum, Berit PY - 2022 VL - 3 IS - 18 SP - 384 EP - 400 DO - 10.5617/nordina.9296 LA - eng PB - Oslo : Universitetet i Oslo KW - computational thinking KW - programming KW - curriculum KW - compulsory school KW - sweden KW - norway KW - datalogiskt tänkande KW - programmering KW - läroplan KW - grundskola KW - sverige KW - norge AB - In recent years, many countries have revised their school policy documents to incorporate digital competence, computational thinking and programming. This study examines and compares how and in what contexts Nordic curricula, Swedish and Norwegian in particular, embody aspects of computational thinking. Results show that only parts of the practices defined in the computational thinking framework used for analysis could be explicitly identified in the curriculum documents. The most salient computational thinking practice represented in both the Swedish and Norwegian curricula is programming, and programming is primarily recognized as a method and tool for learning other subject content and not as a knowledge domain in its own right. Implicitly both curricula leave leeway for teachers to implement a broader approach to computational thinking. However, this would need much time, teacher competence and effort, and what it requires seems to be under-communicated in the curricula, leaving schools and teachers with major challenges. ER - TY - JOUR T1 - Att lära för FN:s Globala Mål – utmaningar och möjligheter med ämnesövergripande och samskapande undervisning i förskolan T2 - NorDiNa SN - 1504-4556 A1 - Asplund, Therese A1 - Uhrqvist, Ola A1 - Kall, Ann-Sofie A1 - Bijedic, Amina PY - 2023 VL - 1 IS - 19 SP - 35 EP - 48 DO - 10.5617/nordina.9349 LA - swe PB - : University of Oslo Library AB - Medan forskning kring utbildning i relation till FN:s globala mål för hållbar utveckling ökat sedan målenantogs 2015, finns det fortfarande få studier om förskoleutbildningens roll i en stundande samhällstransformationi enlighet med Agenda 2030. Den här studien syftar till att utforska utmaningar och möjlighetermed utbildning för FN:s globala mål för barn mellan 1-5 år. Genom en analys av fokusgruppssamtal medförskolepersonal visar studien att: 1) trots intention om en ämnesövergripande undervisning, tenderarfrågor om hållbar utveckling, och Agenda 2030, att bli fragmenterade, 2) förskolepersonal upplever attförskolan har goda förutsättningar att bedriva undervisning för hållbar utveckling, samt 3) förskolepersonaluttrycker att det finns ett dilemma mellan å ena sidan vikten av att se till och ta hänsyn till barnensintresse, och å andra sidan att bibehålla mål och fokus. ER - TY - JOUR T1 - Att lära för FN:s Globala Mål: utmaningar och möjligheter med ämnesövergripande och samskapande undervisning i förskolan T2 - NorDiNa SN - 1504-4556 A1 - Asplund, T. A1 - Uhrqvist, Ola A1 - Kall, Ann-Sofie A1 - Bijedic, Amina PY - 2023 VL - 1 IS - 19 SP - 35 EP - 48 DO - 10.5617/NORDINA.9349 LA - eng PB - : University of Oslo, Norwegian Centre for Science Education AB - Medan forskning kring utbildning i relation till FN:s globala mål för hållbar utveckling ökat sedan målen antogs 2015, finns det fortfarande få studier om förskoleutbildningens roll i en stundande samhällstrans-formation i enlighet med Agenda 2030. Den här studien syftar till att utforska utmaningar och möjligheter med utbildning för FN:s globala mål för barn mellan 1-5 år. Genom en analys av fokusgruppssamtal medförskolepersonal visar studien att: 1) trots intention om en ämnesövergripande undervisning, tenderar frågor om hållbar utveckling, och Agenda 2030, att bli fragmenterade, 2) förskolepersonal upplever att förskolan har goda förutsättningar att bedriva undervisning för hållbar utveckling, samt 3) förskoleper-sonal uttrycker att det finns ett dilemma mellan å ena sidan vikten av att se till och ta hänsyn till barnens intresse, och å andra sidan att bibehålla mål och fokus. ER - TY - JOUR T1 - Student experience and interest in science: Connections and implication for further education T2 - NorDiNa SN - 1504-4556 A1 - Jidesjö, Anders A1 - Danielsson, Åsa PY - 2016 VL - 1 IS - 12 SP - 36 EP - 55 DO - 10.5617/nordina.936 LA - eng PB - Oslo : Universitetet i Oslo KW - students’ interest KW - experience KW - science KW - pca KW - cluster analysis AB - Students’ problems with learning science in school have been documented for a long time. Differences in student interest in and attitudes towards science due to gender and age are well documented. Fewer studies have focused on the details at a content level. This paper presents a statistical analysis of student interest in specific content areas and combines this with student experience of science and science-related activities outside school. The result shows that interest and experience are significantly linked and influence student choices for upper secondary education. The results are presented on both a detailed content and experience level, and are discussed in relation to the purpose of compulsory science education and in relation to experiences outside school. The study is an important addition to the discussion about establishing a science education curriculum that can both prepare students for future science studies and meet the need for a public understanding of science. ER - TY - JOUR T1 - Editorial 1/2022 T2 - NorDiNa SN - 1504-4556 A1 - Olander, Clas A1 - Turmo, Are PY - 2022 VL - 1 IS - 18 SP - 2 EP - 5 DO - 10.5617/nordina.9448 LA - eng PB - : University of Oslo Library ER - TY - JOUR T1 - Primary school teachers' concerns and needs in biology and mathematics teaching T2 - NorDiNa SN - 1504-4556 A1 - Kellner, Eva A1 - Attorps, Iiris PY - 2015 VL - 3 IS - 11 SP - 282 EP - 292 DO - 10.5617/nordina.964 LA - eng PB - : University of Oslo Library KW - biology and mathematics KW - teacher knowledge and professional learning communities KW - primary school KW - content representation and learning study AB - The aim of this paper is to provide insights into nine primary school teachers’ concerns and instructional needs in biology and mathematics, grades 1 to 6. By using Content Representation, combined with Learning Study in an action research project, teachers were encouraged to reflect on their conceptions, processes of instructing and pupil learning. From concerns articulated by teachers three instructional needs emerged: (i) to make subject progression, especially in biology, and pupil learning more visible, (ii) to develop mathematics teaching in order to change pupils’ views of the subject, and (iii) to develop teachers’ subject matter knowledge and teaching in an ongoing collaborative process.  The paper argues that in order to stimulate teacher professional development it is important to make teacher concerns and thereby needs explicit. They help teachers to identify and reflect on relations between teacher subject matter knowledge, pedagogical content knowledge and pupil learning. ER - TY - JOUR T1 - Promoting third grade pupils’ learning of science knowledge through project-based learning in a Finnish primary school T2 - NorDiNa : Nordic Studies in Science Education SN - 1504-4556 A1 - Lavonen, Liisa A1 - Loukomies, Anni A1 - Vartiainen, Jenni A1 - Palojoki, Päivi PY - 2023 VL - 2 IS - 19 SP - 181 EP - 199 DO - 10.5617/nordina.9686 LA - eng PB - : University of Oslo Library AB - We explored third grade pupils’ (9–10-years, n = 22) learning of various science knowledge while engaged in scientific practices during a designed project-based learning (PBL) module. The topics selected were familiar to pupils, such as the dissolution of sugar and rising of dough with yeast. The study sheds light on the type of knowledge the pupils communicate with while they are involved in scientific practices and creation of digital artefacts. The video recorded data were collected in a Finnish primary school classroom. In total 22 clips (duration of 2–8 minutes) were the primary data. The qualitative content analysis revealed that the pupils engaged in factual, conceptual, procedural, and metacognitive knowledge in PBL collaborative activities. The analyses described pupils’ interactions and actions when they employed these different types of knowledge. In conclusion, PBL modules based on familiar everyday contexts can support primary pupils to learn scientific practices and use versatile types of knowledge. ER - TY - JOUR T1 - Naturvetenskapernas karaktär som redskap för inkluderande undervisning i biologi T2 - Nordic Studies in Science Education SN - 1894-1257 A1 - Jönsson, Anders PY - 2023 VL - 1 IS - 19 SP - 114 EP - 129 DO - 10.5617/nordina.9756 LA - swe PB - : University of Oslo, Norwegian Centre for Science Education AB - This article presents experiences of using selected aspects of Nature of Science as guidelines for inclusive science education in biology at the upper-secondary level in the Swedish school system. First, the purpose and background of the project is described, along with a discussion on inclusive science education and the specific interpretation of Nature of Science used. Then, some concrete examples of tasks and teaching strategies used are provided. Finally, an evaluation of the project is presented, based on students’ experiences and findings from a questionnaire, and the experiences are discussed in relation to the purpose of the project. As no comparisons have been made, it is not possible to claim that this teaching is more inclusive, or better in any other regard, as compared to any other teaching. Hopefully, however, the text can provide inspiration and a basis for further development work with a similar focus. ER - TY - JOUR T1 - NorDiNa Editorial 2/2022. Contributions from the FND-conference 2020. T2 - NorDiNa : Nordic Studies in Science Education SN - 1504-4556 A1 - Nyberg, Eva A1 - Stolpe, Karin PY - 2022 VL - 2 IS - 18 SP - 143 EP - 146 DO - 10.5617/nordina.9822 LA - eng PB - : University of Oslo Library ER - TY - JOUR T1 - Editorial 2/2022 T2 - NorDiNa SN - 1504-4556 A1 - Turmo, Are A1 - Olander, Clas A1 - Nyberg, Eva A1 - Stolpe, Karin PY - 2022 VL - 2 IS - 18 SP - 143 EP - 146 DO - 10.5617/nordina.9822 LA - eng PB - : University of Oslo ER - TY - JOUR T1 - Editorial Nordina 3/2022 T2 - NorDiNa SN - 1504-4556 A1 - Turmo, Are A1 - Olander, Clas A1 - Nielsen, Birgitte Lund A1 - Daugbjerg, Peer PY - 2022 VL - 3 IS - 18 SP - 271 EP - 274 DO - 10.5617/nordina.9937 LA - eng PB - : University of Oslo ER -