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Teachers’ design of socio-scientific inquiry based teaching and learning sessions
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. (UmSER, PARRISE)
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. (UmSER, PARRISE)ORCID iD: 0000-0002-5269-1451
2017 (English)Conference paper, Presentation (Refereed)
Abstract [en]

An important goal for science education is to develop the knowledge students need as citizens as well as knowledge for future studies in science and technology. This knowledge can be developed through inquiry-based science education (IBSE) and the teaching of socio-scientific issues (SSI). However, such pedagogy has proved to be challenging for many teachers, as it involves changes in their beliefs and values as well as the adoption of new practices.  In a development and coordination EU FP7 project, PARRISE, three approaches to science education are drawn together: SSI, IBSE, Citizenship Education (CE) within the umbrella of Responsible Research and Innovation (RRI) into Socio-Scientific Inquiry Based Learning (SSIBL). This study explores how experienced science education teachers, participating in a two-step teacher professional program based on SSIBL, express commitments and conceptualization of the goals in SSIBL. It also investigates the teachers’ design capacity of SSIBL teaching materials for upper secondary Science Studies. The empirical data consist of the communication and the designed learning materials within a learning management system. Both the developed teaching materials and the design process are analysed. Results show that all teachers developed design agency for SSIBL teaching; for example, most of the activities encouraged the students to pose questions and develop a “need-to-know” among the students. Moreover, the teaching materials gave the students an opportunity to uncover the dilemmas and controversies, and critically explore the reasons for different viewpoints and gave good opportunities for students to develop action competence.

Place, publisher, year, edition, pages
2017.
National Category
Natural Sciences Didactics
Research subject
educational work
Identifiers
URN: urn:nbn:se:umu:diva-138745OAI: oai:DiVA.org:umu-138745DiVA: diva2:1137270
Conference
ESERA 2017 Conference, Dublin City University, Ireland, 21st -25th Aug. (European Science Education Research Association)
Projects
PARRISE
Funder
EU, FP7, Seventh Framework Programme, 612438
Available from: 2017-08-30 Created: 2017-08-30 Last updated: 2017-08-30

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf