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The advancement of space exploration is an important socio-scientific and political issue in Sweden. This study attempts to understand secondary school students’ awareness about this national “space ethos” and roles of space technology in their everyday life. Methodologically, this research draws on a sociocultural framework and examines the reflections of 69 grade 9 students in a questionnaire about space exploration consisting of a total of nine multiple choice, short answers and open questions. Students shared awareness and high expectations about space contribution to monitoring climate and environmental problems, providing satnav and telecommunication services, but showed limited understanding about satellite technology.

The goal of this study is to identify the challenges of “post-truth” that science education needs to address and to suggest how these can be met. Based on the literature, four types of challenges are identified: (1) people’s lack of knowledge and skills to assess the reliability of information and recognize misinformation, or common tactics used by conspiracy theorists, (2) lack of commitment to objective facts, (3) lack of a shared understanding of ways of helping people to decide which ways of knowing are more reliable than others, and (4) a lack of understanding that all science knowledge is socially constructed. As a response, respective knowledge and skills need to be taught to students in order to “vaccinate” them against wrong, or biased information before they begin to believe in it. More attention must be paid to the development of well-established science identities and virtues by students. Epistemic disagreements on which ways of knowing are reliable must be seen as educational opportunities for learning to undertake critical analysis. And finally, updated meaning and more importance need to be given to educational approaches demonstrating the interplay between science, technology and society in science classrooms. Based on these four highlights, six teaching-learning modules on controversial issues such as viruses, climate change, evolution, etc. are developed and tested in the Erasmus+ project EVIDENCE for students (age group 15-18)

Traditionally, the area of interculturality in teacher education has included international collaboration projects aiming to enhance students’ cultural awareness. Due to current pandemic situation student and teacher exchange was reduced, especially with non-EU states.  This paper presents research on how smartphones can assist teacher educators in fulfilling the goals of intercultural competence development. The focus of research was on mobile learning collaboration in geographically distributed and culturally diverse settings. The presentation will specifically highlight challenges experienced at a science teacher training department in Sweden. Following research questions were raised in the project: What potential could be identified in using smartphones in science teaching for promoting intercultural competence? How does cultural context affect implementation of the introduced innovations? Data collection was conducted through interviews with students involved in the project and analysed using the CHAT theoretical framework. The results show that future teachers have skills and interest in using and acquiring new applications of m-technology in the context of cross-cultural collaboration, but they express concern about current restrictions on use of smartphones in schools. Our findings indicate that existing tensions and contradictions concerning “smartphones in education” need to be proactively addressed at all curriculum levels.

Artikeln presenterar en kreativ experimentell uppgift för elever att bestämma mängden värme som produceras under en oelastisk stöt. Experimentet utförs med hjälp av en smartphone, vilket gör att resultatet har en hög precision. Tydlig visualisering och tillgänglighet när det gäller använd utrustning visar på ämnesdidaktiska fördelar.

Begreppet beprövad erfarenhet (BE) har blivit särskilt aktuellt inom det svenska utbildningsystemet under det senaste decenniet i och med att den nya skollagen trädde i kraft 2010. I lagtexten utrycks följande: "Utbildningen ska vila på vetenskaplig grund och beprövad erfarenhet" (SFS 2010:800, 1 kap. 5 §). Emellertid finns inte någon överenskommelse om hur beprövad erfarenhet kan genereras och spridas inom utbildningssektorn. Forskare (Persson, 2017) påpekar också att det finns brister i de tolkningar och preciseringar av begreppet BE som olika myndigheter inom skola och högskola har föreslagit. Följaktligen behövs ett fördjupat arbete för att utveckla förståelsen av begreppet BE. I det här kapitlet föreslås en modell som konceptualiserar hur BE kan utvecklas och synliggöras. Huvudtesen är att BE som en form av erfarenhetsbaserad kunskap kan verifieras och kvalitetsgranskas via teoretisk förankring. Den föreslagna modellen korrelerar ontologiskt med historiska former av kunskapens genesis som börjar med instrumentell kunskap och kulminerar i teoretisk kunskap. Vidare diskuteras samverkan mellan olika utbildningsaktörer för en identifiering, formulering, registrering och spridning av beprövad erfarenhet.

The article presents a creative experimental task for students to determine the amount of heat with a partially elastic impact. The experiment is carried out using a smartphone, which makes the experiment simple and convenient for conducting at home

В статье представлено творческое экспериментальное задание учащимся для определения количества теплоты при частично упругом ударе. Опыт проводится с использованием смартфона, что делает эксперимент простым и удобным для проведения в домашних условиях

The frequent incidence of pseudo-scientific information, conspiracy theories, and “alternative” facts in mediais a new reality. EVIDENCE is an Erasmus+ project aiming to raise students’ awareness about the nature ofconspiracy theories, and pseudo-science from one hand, and the nature of science on the other hand. Theproject is aiming to provide teachers with an innovative methodology and respective teaching-learningmaterials (target group 15-18) able to address socially acute and controversial science and health relatedissues in the classroom. The production of the teaching-learning materials is conducted in three steps. In thepre-production stage, the description is provided of what the product is going to be through needs, tasks,learner, and goal analyses and the specification of activities and evaluation. In the production phase, thefinal design is developed, and all the necessary components for its completion are created and integrated. Inthe post-production phase, the finished product is made ready to those who are going to use it. The evaluationof the produced materials is conducted both, through formative feedback from project participants,and summative feedback from science and IT education experts after the completion of a ready-madeprototype. The first prototypes of the learning-teaching materials together with gathered feedback will bepresented in the conference.

Raising quality of science specialists and science education is a major priority around the globe. Another important global educational focus is promoting sustainable development. Use of modern mobile learning tools and teaching approaches shows great promises for teacher education in fulfilling these goals. This paper presents theoretical foundations and some practical solutions how smartphones as handheld computers can assist mobile learning (m-learning) in geographically distributed settings. The developmental work is conducted within the framework of InterMobile project that is presented in the paper where also some expected and achieved outcomes outlined.

Повышение качества подготовки специалистов для улучшения естественнонаучного образо-вания является одним из основных приоритетов во всем мире. Использование современных мобиль-ных средств связи и подходов к обучению открывает большие перспективы в достижении этих целей при подготовке учителей по естественно-научным дисциплинам. В этой статье представле-ны теоретические основы и некоторые практические решения того, как смартфоны могут способ-ствовать распространению мобильного обучения в различных странах (на примере Швеции и Рос-сии). Разработка ведется в рамках проекта InterMobile

In the recent decades, there has been a growing international consensus about importance of Education for Sustainable Development (ESD) at all educational levels, in different subjects, as well as in formal and informal structures. ESD is actively promoted by teacher education institutions around the world. The area of interculturality is also used to be in focus of international collaboration projects aiming to enhance sustainability in teacher education. However, natural science and mathematics teacher education has traditionally paid lower attention to “soft” parts of subject teaching such as internationalization, intercultural and critical competencies which are closely relate to 21st century skills (Bellanca & Brandt, 2010) then that of social sciences. Our previous research (Popov, Sturesson, 2015) shows that interculturality is not yet part of the Swedish science education mindscape. Moreover, current pandemic situation changed dramatically preconditions for physical meetings as well as for student and staff mobility especially outside EU-states area.

The rapidly expanding mobile learning (m-learning) that employs handheld technology is a powerful international trend (Yildiz, et al. 2020).  Our smartphones are packed with internal sensors that can measure sound, light, acceleration, magnetic field strength, etc. (see below app Sensors). The smartphones' sensors are reliable and accurate enough to permit good measurements.

This paper presents theoretical foundations and practical solutions demonstrating how smartphones and use of modern mobile applications can assist teacher education in fulfilling goals of sustainable development. In particular, focus is on mobile learning (m-learning) collaboration in geographically distributed and culturally diverse settings.

The future of humanity depends heavily on the technological decisions and choices we make. To prepare the young generation for participating in these decisions the Swedish school technology curriculum includes study of societal aspects of technology. However, evidence coming from the classroom observations shows that teaching of these aspects is almost absent in lower secondary school (age 13-15-year) technology education in Sweden. In order to give an international perspective on the presence and emphasis on societal aspects of technology a comparative curricular study has been made. The comparison has aimed at describing the corresponding content in the curricula, in which subjects it is found, how it relates to design and making and finally how much flexibility the syllabi offer to the teachers contentwise. The Swedish curriculum has been compared with Norwegian, Finnish and Estonian curricula. The study shows that in Finnish Educational Sloyd and Norwegian Arts and Crafts the societal content is closely linked to design and making. The findings also reveal there are apparent similarities between the content regarding societal aspects of technology in the Estonian, Norwegian and Swedish Technology subjects, but the Swedish content stands out both as the most extensive and the least design related.