En studie om kunskapsbetoningen i ämnesintegrerad undervisning analyserad med Bloom's reviderade taxonomi
(Swedish)Manuscript (preprint) (Other academic)
In Swedish schools science is mainly taught as chemistry, biology and physics. But it is also possible to teach the subjects as integrated science. International as well as Swedish studies, show that the concept integrated science is diversified. The study reported here, aims to investigating what types of knowledge, i.e. what cognitive process and knowledge perspective, and what content theme that is prominent in two Swedish science teachers’ work with integrated science. Also the relation between what the teachers want with the integrated lesson and what the teaching were aiming at are investigated. For analyzing the knowledge perspective the revised version of Bloom’s taxonomy was used. The results show that the knowledge emphasis of the teachers’ objectives before teaching had good alignment with the activities in the classroom. Some activities were taught as separate subjects and some as integrated science. In the integrated situations there was greater emphasis on factual and conceptual knowledge on a higher process dimension, e.g. the students were to analyze and evaluate information and make choices, standpoints, and less emphasis on procedural knowledge. The content theme in the integrated situations in both teachers’ projects were mainly environmental and energy issues.
IdentifiersURN: urn:nbn:se:umu:diva-49332OAI: oai:DiVA.org:umu-49332DiVA: diva2:454848