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En fallstudie av lärares intentioner med och utfallet av ämnesintegrerad naturvetenskaplig undervisning i skolår 9
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. (UmSER)
Malmö högskola. (www.sisc.se)
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. (UmSER)ORCID iD: 0000-0002-5269-1451
2012 (Swedish)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, Vol. 8, no 1, 73-88 p.Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
Oslo: Naturfagsenteret , 2012. Vol. 8, no 1, 73-88 p.
National Category
Educational Sciences
Research subject
didactics of natural science
Identifiers
URN: urn:nbn:se:umu:diva-51953OAI: oai:DiVA.org:umu-51953DiVA: diva2:490535
Available from: 2012-02-06 Created: 2012-02-06 Last updated: 2015-10-27Bibliographically approved

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http://www.naturfagsenteret.no/c1515377/tidsskrift/vis.html?tid=1489795

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Persson, HelenaOttander, Christina

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  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
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  • Other locale
More languages
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  • asciidoc
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