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Teachers’ experience of working with socio-scientific issues: a large scale and in depth study
Malmö högskola.
Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. (UmSER)ORCID-id: 0000-0002-5269-1451
Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. (UmSER)ORCID-id: 0000-0001-6413-6538
Univ London, Inst Educ, London WC1N 1AZ, England.
2013 (engelsk)Inngår i: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 43, nr 2, s. 599-617Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The research is an investigation of teachers’ experience of working with socio-scientific issues (SSI). A large group of teachers (55) chose one of six cases with the characteristics of SSI and were free to organize the work as they found appropriate. The research focuses on how teachers chose content, organized their work and experienced the students’ interest and learning. The teachers answered a questionnaire after working with the cases and seven of them were interviewed to provide in-depth understanding of issues raised in the questionnaire. The teachers found the SSI to be current topics with interesting content and relevant tasks and they felt confident about the work. They were quite content with the students’ learning of scientific facts, how to apply scientific knowledge and to search for information. However, they found that the students did not easily formulate questions, critically examine arguments or use media to obtain information about the task. The interviewed teachers did not find this work new, but they organized it as ‘a special event’. They understood SSI work as ‘free’ work and group work was frequent, but only a few of the teachers developed explicit strategies for teaching SSI. They had different ideas about learning but they all talked about knowledge as a set of facts to be taken in by the students. They all included elements of SSI but mostly to introduce the regular science content. However the teachers started to reflect upon the potential of using SSI to cover more goals in the curriculum.

sted, utgiver, år, opplag, sider
Springer Netherlands, 2013. Vol. 43, nr 2, s. 599-617
Emneord [en]
Authentic cases, Classroom organization, Lower secondary school, Mixed methods, Socio-scientific issues, Teachers’ experiences
HSV kategori
Forskningsprogram
naturvetenskapens didaktik
Identifikatorer
URN: urn:nbn:se:umu:diva-51789DOI: 10.1007/s11165-011-9279-5ISI: 000316876500008OAI: oai:DiVA.org:umu-51789DiVA, id: diva2:488685
Tilgjengelig fra: 2012-02-02 Laget: 2012-02-02 Sist oppdatert: 2018-06-08bibliografisk kontrollert

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