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  • 1.
    Areljung, Sofie
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Samhällsvetenskapliga fakulteten, Umeå centrum för genusstudier (UCGS). Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap. UmSER.
    Due, Karin
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Skoog, Marianne
    Örebro universitet.
    Sundberg, Bodil
    Örebro universitet.
    The role of children’s drawings in science teaching: A comparison across preschool, preschool class and early primary school2018Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Particularly since many children in early childhood education (ECE) (education for children from birth to 8 years) do not yet write, teachers and researchers tend to use children’s drawings to assess their developing science learning. Previous studies show that children’s choices on what to include in their drawings are affected by local cultures of what constitutes a good representation. However, there is a lack of studies that focus on the teacher perspective, in terms of why and how they include drawing activities in their science teaching. Further, there are currently no studies that compare the role of drawings in science teaching across ECE sectors. The study is part of a larger study which aims to to advance our understanding of how to bridge science teaching across ECE sectors (preschool, preschool class, early primary school). Here, our specific aim is to examine how educational cultures of different ECE sectors interact with teacher’s objectives for using children’s drawings in science activities. We use Activity Theory to analyse field data (notes, photos, videos) from science activities that include children’s drawings, as well as recordings from group discussions with teachers. First, we focus on the relation between the purpose of the activity, the tools used, the local educational culture, and the outcome of each activity. Second, we compare our results across ECE sectors. Our preliminary results indicate that the purpose of drawing activities vary across sectors. In preschool, children’s drawings may serve to tell stories, while in early primary school, drawings may serve as a part of observation practice or to display children’s understandings of science concepts. The results are discussed in relation to children’s transitions between educational cultures, and whether teachers should explicitly scaffold scientific drawing in ECE.

  • 2.
    Areljung, Sofie
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Samhällsvetenskapliga fakulteten, Umeå centrum för genusstudier (UCGS).
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Due, Karin
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    "Drawing the leaves anyway": teachers embracing children's different ways of knowing in preschool science practice2017Inngår i: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 47, nr 6, s. 1173-1192Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study explores if and how teachers combine practices of science and of preschool (children 1–5 years old) into preschool science practice. Views of knowing may differ between science practices, traditionally associated with masculinity and rationality, and preschool practices, traditionally associated with femininity and caring. Recognising this, wehave chosen to focus on how teachers’ talk constructs and relates to possible ways of gaining knowledge and reaching explanations of phenomena in preschool science. The analysis buildson two concept pairs often associated with gender as well as knowing: objective-subjective and logical-intuitive. The analysed material consists of 11 group interviews where preschool teachers talk about activities concerning science content. Our results show that several ways of knowing are possible in work with science content in preschool. These include ways of knowing more associated with subjectivity, such as ‘individual liking’ and ‘whole-body perception’, as well as more associated with objectivity, such as ‘noticing differences and similarities’. Furthermore, the results show that the teachers’ talk moves readily between possibilities associated with femininity (subjective and intuitive) and masculinity (objective and logical). This indicates that the teachers in this study have found ways to handle science in preschool that goes against presumed tensions between science and preschool practices. The results contribute to more nuanced ways of describing and thinking about science in preschool and pave the way for further development of science education in early childhood education.

  • 3.
    Areljung, Sofie
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Due, Karin
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    “Traditional” Science Renegotiated?: Examining Teachers’ Understandings of Science for Preschool Practice2014Konferansepaper (Fagfellevurdert)
  • 4. Barron, Laura
    et al.
    Finlayson, Odilla
    Dublin city university.
    McCabe, Deirdre
    Fazio, Claudio
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ekborg, Margareta
    Malmö högskola.
    Parchmann, Ilka
    IPN, Kiel.
    Brady, Sarah
    McLoughlin, Eilish
    Dublin city university.
    Profiling in-service teachers across Europe to determine their attitude to IBSE2013Inngår i: Science education Research for evidence-based Teaching and Coherence in Learning / [ed] D. Couso & L. Louca, ESERA , 2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The ESTABLISH FP7-funded project is involved with development and implementation of professional development workshops to support teachers in adopting more inquiry based approaches in their teaching. Identifying teacher views, goals, practices and the challenges they face in implementing inquiry activities, can inform teacher educators of the needs of their participating teachers. This can also inform them to provide the appropriate support in order to help teachers overcome obstacles and develop their own practice in inquiry. This paper outlines the initial results from a profiling instrument used to examine teachers’ beliefs about IBSE, attitudes to teaching science and teaching by inquiry and some ideas about their current practices. The data presented in this paper outlines the profile of the teachers when they came to the first of the ESTABLISH teacher workshops in a number of European countries. This paper outlines a summary of the development of the evaluation tool, how the evaluation data was collected and analysed and highlights the key findings.

  • 5.
    Berglund, Ammie
    et al.
    Katedralskolan, Uppsala.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Kemilaboration inramad som en samhällsfråga med naturvetenskapligt innehåll (SNI): elev-och lärarperspektiv2019Inngår i: Forum för forskningsbaserad NT-undervisning: Bidrag från konferensen FobasNT18 13 – 14 mars 2018 i Norrköping / [ed] Stolpe, K., Höst, G. & Larsson, A., Linköping: Linköpings universitet , 2019, Vol. 3, s. 49-70Konferansepaper (Fagfellevurdert)
    Abstract [sv]

    Vi har studerat elevers respons på en laboration i gymnasiekursen Kemi 2 som inramats som en SNI (Samhällsfråga med Naturvetenskapligt Innehåll) med koppling till dricksvattenkvalitet. Elevteam fick planera provtagning, analysera och jämföra hårdheten hos dricksvatten från sina hem. Vi frågade oss: 1) Fångar ett SNI-inramat vattenanalysprojekt elevernas intresse?, 2) Vilka frågor om dricksvatten har eleverna före och efter undervisningen samt vad anser de bör fokuseras för att säkra framtidens dricksvatten? och 3) Hur ser elevernas måluppfyllelse ut i bedömda laborationsrapporter? Elever från två klasser i årskurs 2 på naturvetenskapsprogrammet deltog i en lektionsserie med fem lektionspass. Eleverna fyllde i digitala enkäter under det första respektive sista lektionspasset. De frågor som eleverna formulerade analyserades med tematisk innehållsanalys. Laborationsrapporter bedömdes enligt två aspekter av kunskapskraven: vetenskapligt arbete samt samhällskoppling. Elevernas självskattade intresse ökade på gruppnivå. Karaktären på elevernas frågor förändrades i viss mån då fler frågor kopplade till hälsa och ekonomi framkom i slutet av projektet. Samtliga laborationsrapporter var minst godkända för de aspekter som bedömts mot kunskapskraven. Studien ger en kvalitativ bild av hur en laboration i kemi som inramats som en samhällsfråga har fungerat ur ett elev- och lärarperspektiv. Möjligheter att didaktiskt utveckla undervisningens design diskuteras.

  • 6.
    Daubjerg, Peer
    et al.
    Aalborg universitet, Danmark.
    Lindfors, Eila
    Tammerfors universitet, Finland.
    Dal, Michael
    Islands universitet.
    Henriksen, Espen
    Högskolan i Bodö, Norge.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Utvikling av naturvitenskapeligtalent og kreativitet: et nordisk perspektiv2011Rapport (Annet vitenskapelig)
    Abstract [no]

    De nordiske utdannings- og forskningsministre ønsker å fremme kreativitet, innovasjon og entreprenørskap i utdannelsene. Dette var bakgrunnen for at ministrene i april 2009 besluttet at Nordisk ministerråd skulle gjennomføre en nordisk komparativ studie av hvordan kreativitet, innovasjon og entreprenørskap er integrert i de nordiske utdanningssystemene.

    Som tilleggsoppdrag til denne studien, ble det i 2010 under det danske formannskapet i Nordisk ministerråd, tatt initiativ til ytterligere to studier om henholdsvis de praktisk musiske fag og de nordiske lands arbeid med talentutvikling og kreativitet i relasjon til naturvitenskap.

    Studiene er en del av Nordisk ministerråds globaliseringsprosjekt "En god opplæring til ungdom og voksne" som har som ett av fire delmål å fremme kreativitet, innovasjon og entreprenørskap i utdanningen.

    Studiene er gjennomført under ledelse av Universitet i Nordland, Norge, på oppdrag fra Nordisk ministerråd.

  • 7.
    Due, Karin
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Tellgren, Britt
    örebro universitet.
    Areljung, Sofie
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Sundberg, Bodil
    Örebro univ, NT-akademin.
    Inte som i skolan - pedagoger positionerar naturvetenskap i förskolan: Preschool teachers talk about science – Positioning themselves and positioning science2018Inngår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, nr 4, s. 411-426Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article discusses how preschool teachers, who include a scientific content in their practice, describe their practice and their view of science in preschool. The study is based on 20 interviews in 9 Swedish preschools. The theoretical and analytical framework combine "communities of practice"(Lave & Wenger) and "positioning theory" (Harré & Langehove). The stories reveal a strong position for the pre-school curriculum and traditions. A prominent storyline is that Science in preschool is something different from science in school. This includes an anti-authoritarian view with a focus on "the competent child". The preschool teachers affirm fantasy, creativity and intuition as a part of science and they position science as easy to access. They also position themselves as pedagogues competent to manage science in preschool. One of the dilemmas is about letting children’s interests and initiatives drive the activities while educators curriculum- based goals have certain intentions to fulfill.

  • 8. Ekborg, Margareta
    et al.
    Ideland, Malin
    Lindahl, Britt
    Malmberg, Claes
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Rosberg, Maria
    Samhällsfrågor i det naturvetenskapliga klassrummet2012Bok (Annet vitenskapelig)
  • 9.
    Ekborg, Margareta
    et al.
    Malmö högskola.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Working with socio scientific issues in secondary school: Students’ learning in a case about global warming2010Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this study we report about secondary school (age 14- 15) students’ learning when working with a socio-scientific case - Me, my family and global warming. 27 students in five groups answered a test after 9 hours of teaching. The test included four questions about conceptual understanding, one question about applying knowledge, two questions about asking questions to one researcher and one politician and one question about resources’ trustworthiness. We also audio recorded the students’ poster presentations and performed three focus group interviews after the work. The students were presented an advertisement for a green car as a starting point for the discussion.

    In the data we identified the students’ conceptual understanding. We then used four aspects in competence for SSI defined by Sadler et al. (2007): Recognizing the complexity of SSI, examining issues from multiple perspectives, appreciating that SSI are subject to ongoing inquiry and exhibiting skepticism when presented potentially biased information. Then we constructed a matrix to define three levels of these aspects.

    The students worked with the simple questions in the case, e.g. comparing how their families travel. Most groups however, did not carefully examine the issue, i.e. they failed to identify it as a SSI-case with complexity and different levels of conflicts. The test results showed that the students know that emissions from a car have weight and they all know that carbon dioxide is released when a car drives and when oil is combusted, but they did not seem to have the basic conceptual understanding of the chemical reaction. Three of the five groups did recognize a need for inquiry but they did not use the information they got to make any decision. The students showed no skepticism to the information they found. Neither were they prepared to ask questions with a high degree of complexity. Most questions were on a personal level. To conclude, the students increase their scientific content knowledge somewhat during the work with the case but the outcome of the case is not very encouraging when it comes to cover aspects of nature of science in the curriculum.

  • 10.
    Ekborg, Margareta
    et al.
    Malmö högskola.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Working with socio-scientific issues: students’ and teachers’ experience2010Inngår i: Paper for Proceedings of XIV IOSTE Symposium, Bled Slovenia, 13-18 June 2010, 2010Konferansepaper (Fagfellevurdert)
    Abstract [en]

    We present a research project aiming at investigating how teachers and students in lower secondary school experience work with socio-scientific issues (SSIs). Our interest concerns the importance the actual content has for the students’ interest and learning and how students’ gender and attitudes towards science, affect their experience. Another interest is how the teachers describe their work with the cases, the students’ learning and what difficulties they encounter in the work. We have compared students’ and teachers’ experiences of the SSI work. Data have been collected by questionnaires with students and teachers and interviews with teachers. The teachers confirm results from this and other studies that students are interested in working with socio-scientific issues. However some of results are contradictory. The teachers felt safe with content and work forms but they still arranged SSI as something special and even if they were comfortable with group work they generally did not seem to know how to facilitate the students’ work. Both students and teachers found the work interesting and the teachers but not the students judged that the students learnt as much science as usual. Both students and teachers perceived critical thinking, search for information, and ability in argumentation as learning outcomes that were developed during the work with the case

  • 11.
    Ekborg, Margareta
    et al.
    Malmö högskola.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Nyström, Eva
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Teachers and SSI in Sweden2010Inngår i: Contemporary science education research: preservice and inservice teacher education ; European Science Education Research Association / [ed] M.F. Taşar & G. Çakmakcı, Ankara, Turkey: Pegem Akademi , 2010, s. 253-262Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this study we investigate a large group of teachers´ work with socio-scientific issues (SSI). They could choose between several cases and were free to organize the work as they found appropriate.  How do teachers describe their work and what does it tell us about how they interpret school science and SSI specifically?  55 teachers answered a questionnaire after the work and seven were also interviewed. The teachers found the SSI to be current topics with interesting content and relevant tasks. They felt confident about the work and group work was common. Problems were that the students did not easily formulate questions, critically examine arguments or use media for more information.  The result was verified in the interviews. The interviewed teachers did not find this work new, but still they organized it as “a special event”.  They had different ideas about learning, but, they all talked about knowledge as a set of facts to be taken in. Further they understood SSI work as “free” work and group work was frequent, but only a few of the teachers expressed explicit strategies relating to these. It can be questioned if the teachers actually worked with SSI.

  • 12.
    Ekborg, Margareta
    et al.
    Malmö högskola.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Silfver, Eva
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Simon, Shirley
    Univ London, Inst Educ, London WC1N 1AZ, England.
    Teachers’ experience of working with socio-scientific issues: a large scale and in depth study2013Inngår i: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 43, nr 2, s. 599-617Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 13.
    Finlayson, Odilla
    et al.
    CASTeL, Dublin City University, Dublin.
    Barron, Laura
    CASTeL, Dublin City University, Dublin.
    O’Brien, Siobhan
    CASTeL, Dublin City University, Dublin.
    McLoughlin, Eilish
    CASTeL, Dublin City University, Dublin.
    Ekborg, Margareta
    Malmö University.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Report on main obstacles to implementing inquiry and intervention programmes in IBSE: work Package 4 Deliverable (D4.1)2011Rapport (Annet vitenskapelig)
  • 14.
    Gericke, Niklas
    et al.
    Karlstad universitet.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    On the issue of 'Research in Didactics of Biology': Definitions and demarcations2014Inngår i: Special ERIDOB symposium: Current issues in biological education research, 2014Konferansepaper (Annet vitenskapelig)
  • 15. Greer, DH
    et al.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för fysiologisk botanik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Öquist, Gunnar
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för fysiologisk botanik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå Plant Science Centre (UPSC).
    Photoinhibition and recovery of photosynthesis in intact barley leaves at 5 and 20°C1991Inngår i: Physiologia Plantarum: An International Journal for Plant Biology, ISSN 0031-9317, E-ISSN 1399-3054, Vol. 81, nr 2, s. 203-210Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Photoinhibition of photosynthesis and its recovery were studied in intact barley (Hordeum vulgare L. cv. Gunilla) leaves grown in a controlled environment by exposing them to two temperatures, 5 and 20-degrees-C, and a range of photon flux densities in excess of that during growth. Additionally, photoinhibition was examined in the presence of chloramphenicol (CAP, an inhibitor of chloroplast protein synthesis) and of 3-(3,4-dichlorophenyl)-1,1-dimethylurea (DCMU). Susceptibility to photoinhibition was much higher at 5 than at 20-degrees-C. Furthermore, at 20-degrees-C CAP exacerbated photoinhibition strongly, whereas CAP had little additional effect (10%) at 5-degrees-C. These results support the model that net photoinhibition is the difference between the inactivation and repair of photosystem II (PSII); i.e. the degradation and synthesis of the reaction centre protein, D1. Furthermore, the steady-state extent of photoinhibition was strongly dependent on temperature and the results indicated this was manifested through the effects of temperature on the repair process of PSII. We propose that the continuous repair of PSII at 20-degrees-C conferred at least some protection from photoinhibition. At 5-degrees-C the repair process was largely inhibited, with increased photoinhibition as a consequence. However, we suggest where repair is inhibited by low temperature, some protection is alternatively conferred by the photoinhibited reaction centres. Providing they are not degraded, such centres could still dissipate excitation energy non-radiatively, thereby conferring protection of remaining photochemically active centres under steady-state conditions. A fraction of PS II centres were capable of resisting photoinhibition when the repair process was inhibited by CAP. This is discussed in relation to PS II heterogeneity. Furthermore, the repair process was not apparently activated within 3 h when barley leaves were transferred to photoinhibitory light conditions at 20-degrees-C.

  • 16.
    Grelsson, Gunnel
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Beteendevetenskapliga mätningar.
    Ottander, Christina
    Fakultet för lärarutbildning, Matematik, teknik och naturvetenskap.
    Can assessment improve quality of labwork?2007Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 17.
    Högström, Per
    et al.
    Umeå universitet, Teknisk-naturvetenskaplig fakultet, Matematik, teknik och naturvetenskap.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskaplig fakultet, Matematik, teknik och naturvetenskap.
    Benckert, Sylvia
    Umeå universitet, Teknisk-naturvetenskaplig fakultet, Fysik.
    Implementation of Objectives for Laboratory Work in Secondary School Science2008Inngår i: Annual conference of National Association of Research in Science Teaching (NARST): Impact of Science Education Research on Public Policy, 2008Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The purpose of this case study of three laboratory exercises in biology, chemistry and physics is to show how three Swedish secondary school science teachers’ objectives for labwork are carried out in practice. What objectives do the teachers

    put forward for specific laboratory exercises, what objectives appear in supporting laboratory manuals and how do objectives appear in teacher and student interactions during laboratory work? In three cases, pre-interviews with teachers

    about their objectives took place, laboratory manuals were collected, video recordings of the actual laboratory exercises were made and post-interviews with teachers about these video-recordings took place. Comparisons between objectives

    expressed by the teachers, identified in laboratory manuals and identified in teacher actions and teacher-student interactions were made to examine how objectives appeared during labwork. The results show that the introduction of the laboratory exercise and its laboratory manual is very important for the way

    labwork is performed. In order for teachers’ objectives to be implemented, results in this study put forward that a correlation between objectives, laboratory manual and actual labwork is favourable. Objectives need to be explicit to the teacher and

    that teachers’ awareness of the need to pursue objectives is crucial.

  • 18.
    Högström, Per
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Matematik, teknik och naturvetenskap.
    Ottander, Christina
    Umeå universitet, Fakultet för lärarutbildning, Matematik, teknik och naturvetenskap.
    Benckert, Sylvia
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för fysik.
    Lab work and learning in secondary school chemistry: the importance of teacher and student interaction2010Inngår i: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 40, nr 4, s. 505-523Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Laboratory work is considered essential in promoting students' learning of science and of scientific inquiry. What the students perceive as important to learn from a regular laboratory exercise is probably affected by the teacher's objectives. We study to what extent one teacher's objectives are fulfilled during lab work, and how teacher-student and student-student interactions contribute to developing learning experiences from the laboratory exercise. Do students encounter opportunities to learn in agreement with the teacher's objectives? This explanatory single case study includes use of a palette of methods, such as pre- and post-interviews, observations and video documentation from anexperienced secondary school teacher and her 8th grade (aged 13-14) students' laboratory work. Our results point to the importance of teacher involvement to help students understand what to look for, how to do it and why. Especially teacher-student interactions during lab work seemed to influence what students perceived as important to learn. In the laboratory exercise in this case, the teacher helped the students to observe and to use their observations in their explanations. The lab work included learning experiences other than those addressed by the teacher, and the teacher's intentions were partially fulfilled. Not only what the teacher says, but also how the teacher acts is important to help students understand what to learn from a laboratory exercise.

  • 19.
    Högström, Per
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Matematik, teknik och naturvetenskap.
    Ottander, Christina
    Umeå universitet, Fakultet för lärarutbildning, Matematik, teknik och naturvetenskap.
    Benckert, Sylvia
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för fysik.
    Laborativt arbete i grundskolans senare år: Lärares perspektiv2010Inngår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 6, nr 1, s. 80-91Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this paper we describe the results from interviews withscience teachers in lower secondary school. The teachers were asked whatthey wanted to achieve with laboratory work, what difficulties theyexperienced and if there were any differences between lab work in biology,chemistry and physics. The results show that the teachers wanted lab workto help the students develop their understanding, to make them interestedand to develop their laboratory skills. Some of the teachers described labwork that included scientific inquiry but not, specifically, knowledge abouthow to systematically investigate phenomena in nature. Aspects of natureof science were rare. Lack of time to discuss with the students during labwork was seen as one difficulty. Laboratory exercises in chemistry wereoften regarded too abstract while lab work in physics and biology weremuch easier to link to everyday life.

  • 20.
    Högström, Per
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Matematik, teknik och naturvetenskap.
    Ottander, Christina
    Umeå universitet, Fakultet för lärarutbildning, Matematik, teknik och naturvetenskap.
    Benckert, Sylvia
    Teknisk-naturvetenskaplig fakultet, Fysik.
    Lärares mål med laborativt arbete: Utveckla förståelse och intresse2006Inngår i: NorDiNa: Nordisk Didaktikk i Naturfag / Naturorienterende ämnen, nr 5, s. 54-66Artikkel i tidsskrift (Fagfellevurdert)
  • 21. Ješková, Zuzana
    et al.
    Kireš, Marian
    McLoughlin, Eilish
    Finlayson, Odilla
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ekborg, Margareta
    Malmö högskola.
    In-service and pre-service teacher education in IBSE: the ESTABLISH approach2015Inngår i: Nuovo cimento della societa italiana de fisica. C, Geophysics and space physics, ISSN 1124-1896, E-ISSN 1826-9885, Vol. 3, artikkel-id 99Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    One of the main goals of the ESTABLISH 7fp project (available on line at http://www.establish-fp7.eu/) was the development and implementation of the professional development teacher education programmes (TEP) to support teachers in adopting inquiry-based strategies in their teaching. Within the project there was a model for in-service and pre-service teacher training in IBSE designed and implemented across 12 participating countries. The programme is based on 4 core elements and 4 additional elements that are built around the IBSE teaching units developed within the project. As accepted by ESTABLISH partners, all teacher training programmes include the minimum of the four elements, i.e. introduction to IBSE, industrial content knowledge, teacher as implementer and teacher as developer of IBSE teaching materials. There are also four additional elements designed in detail, i.e. ICT for IBSE, argumentation in the classroom, research and design projects for students, assessment of IBSE. These can be added to the programme optionally with regard to the level of teachers' IBSE skills and current situation in education and teachers' professional development within the country. This ESTABLISH model of TEP was followed in participating countries in order to change teachers' attitudes from traditional ways of teaching towards adopting inquiry strategies and their successful implementation in the classroom. Within the face-to-face workshops teachers experienced and developed their inquiry based teaching strategies using specifically developed materials. In addition, the e-platform has been developed to provide on-line support. This platform provides educators and teachers with all the necessary materials for the training and IBSE teaching units and other teaching materials for teachers' ongoing help. The teacher training programme was successfully implemented in Slovakia. There were two runs of teacher training workshops on IBSE already carried out. Moreover, the additional element ICT in IBSE was developed more deeply designing a separate teacher training course for it. The contribution discusses in more details the success and problems of implementation in the context of Slovak educational environment.

  • 22. Krivosheeva, A
    et al.
    Tao, D L
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för fysiologisk botanik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Wingsle, Gunnar
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå Plant Science Centre (UPSC).
    Dube, S L
    Öquist, Gunnar
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för fysiologisk botanik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå Plant Science Centre (UPSC).
    Cold acclimation and photoinhibition of photosynthesis in Scots pine1996Inngår i: Planta, ISSN 0032-0935, E-ISSN 1432-2048, Vol. 200, nr 3, s. 296-305Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Cold acclimation of Scots pine did not affect the susceptibility of photosynthesis to photoinhibition. Cold acclimation did however cause a suppression of the rate of CO2 uptake, and at given light and temperature conditions a larger fraction of the photosystem Il reaction centres were closed in cold-acclimated than in nonacclimated pine. Therefore, when assayed at the level of photosystem II reaction centres, i.e. in relation to the degree of photosystem closure, cold acclimation caused a significant increase in resistance to photoinhibition; at given levels of photosystem II closure the resistance to photoinhibition was higher after cold acclimation. This was particularly evident in measurements at 20 degrees C. The amounts and activities of the majority of analysed active oxygen scavengers were higher after cold acclimation. We suggest that this increase in protective enzymes and compounds, particularly superoxide dismutase, ascorbate peroxidase, glutathione reductase and ascorbate of the chloroplasts, enables Scots pine to avoid excessive photoinhibition of photosynthesis despite partial suppression of photosynthesis upon cold acclimation. An increased capacity for light-induced de-epoxidation of violaxanthin to zeaxanthin upon cold acclimation may also be of significance.

  • 23.
    Lapointe, Line
    et al.
    Dep of Plant sciences, University of Wetern Ontario, Canada.
    Huner, Norman
    Dep of Plant sciences, University of Western Ontario, Canada.
    Carpentier, R
    Dep of Plant sciences, University of Western Ontario, Canada.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Resistance to low temperature photoinhibition is not associated with isolated thylakoid membranes of winter rye.1991Inngår i: Plant Physiology, ISSN 0032-0889, E-ISSN 1532-2548, Vol. 97, nr 2, s. 804-810Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In vivo measurements of chlorophyll a fluorescence indicate that cold-hardened winter rye (Secale cereale L. cv Musketeer) develops a resistance to low temperature-induced photoinhibition compared with nonhardened rye. After 7.2 hours at 5 degrees C and 1550 micromoles per square meter per second, the ratio of variable fluorescence/maximum fluorescence was depressed by only 23% in cold-hardened rye compared with 46% in nonhardened rye. We have tested the hypothesis that the principal site of this resistance to photoinhibition resides at the level of rye thylakoid membranes. Thylakoids were isolated from cold-hardened and nonhardened rye and exposed to high irradiance (1000-2600 micromoles per square meter per second) at either 5 or 20 degrees C. The photoinhibitory response measured by room temperature fluorescence induction, photosystem II electron transport, photoacoustic spectroscopy, or [(14)C]atrazine binding indicates that the differential resistance to low temperature-induced photoinhibition in vivo is not observed in isolated thylakoids. Similar results were obtained whether isolated rye thylakoids were photoinhibited or thylakoids were isolated from rye leaves preexposed to a photoinhibitory treatment. Thus, we conclude that increased resistance to low temperature-induced photoinhibition is not a property of thylakoid membranes but is associated with a higher level of cellular organization.

  • 24.
    Levinson, Ralph
    et al.
    University College London, Institute of Education, London,UK.
    The PARRISE Consortium,
    Ottander, Katarina ()
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Örnsköldsvik Upper Secondary School.
    Socio-scientific inquiry-based learning: taking off from STEPWISE2017Inngår i: Science and technology education promoting wellbeing for individuals, societies and environments / [ed] Larry Bencze, Cham: Springer, 2017, s. 477-502Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    In the European Union, educational policy-making bodies are encouraging projects of inquiry-based learning to stimulate interest of young people in science and broaden the science and technological skills base. In this chapter, I discuss how a project that incorporates socio-political questions as the object of its inquiry can critically address issues of consumerism and unequal distribution that affect contemporary neoliberal economies. Components of this model of inquiry draw on substantive scientific knowledge incorporating Responsible Research and Innovation (RRI), Critical Citizenship Education, Socio-Scientific Issues, as well as Inquiry; hence, the acronym, SSIBL (Socio-Scientific Inquiry Based Learning). Social values at the heart of this project are science inquiry as for and with people, recognising that we live in a diverse world where technological change should be underpinned by social justice and political responsibility. We describe how authentic activities, those that stem from students' concerns, can be derived from these values to lead to non-trivial action which takes into account social, political and cultural constraints and uncertainties. Inquiries reflect issues that have personal, social and global relevance. A sensitive assessment strategy is developed, which incorporates knowledge about the issue, skills of organising, values that reflect the underlying principles of compassionate justice and dispositions of inclusivity and criticality.

  • 25.
    Lindahl, Britt
    et al.
    Högskolan Kristianstad.
    Ekborg, Margareta
    Ideland, Malin
    Malmö högskola, Lärarutbildningen.
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Rehn, Agneta
    Malmö högskola, Lärarutbildningen.
    Rosberg, Maria
    Högskolan Kristianstad.
    Silfver, Eva
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Winberg, Mikael
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Att utgå från samhällsfrågor i grundskolans naturorienterade undervisning: ett sätt att öka elevers intresse och kunnande?2011Inngår i: Resultatdialog 2011, Stockholm: Vetenskapsrådet , 2011, s. 93-98Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 26.
    Lindahl, Britt
    et al.
    Högskolan Kristianstad.
    Ekborg, Margareta
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Winberg, Mikael
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ottander, Christina
    Umeå universitet, Fakultet för lärarutbildning, Matematik, teknik och naturvetenskap.
    Rosberg, Maria
    Högskolan Kristianstad.
    Nyström, Eva
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ideland, Malin
    Malmö högskola, Lärarutbildningen.
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen.
    Rehn, Agneta
    Malmö högskola, Lärarutbildningen.
    Socio-scientific issues: a way to improve students’ interest and learning?2009Inngår i: ESERA : European Science Education Research Association: 2009 conference: 31 August - 4 September 2009Ankara : Gazi University, 2009, s. 427-Konferansepaper (Fagfellevurdert)
    Abstract [en]

    According to many documents there is a strong need to renew science education. One way could be to work with socio scientific issues (SSI). This paper reports about both students and teachers' experiences and learning when working with socioscientific issues in science education at senior level (age 13-16). The approach is multidimensional as factors that influence cognition as well as motivation and the forming of attitudes are complex. Results suggest SSI work forms are more important than personal factors for explaining outcomes. Relevant issues, autonomy and functioning group work seem to be important aspects of successful SSI work together with structure provided by the teacher, and information that challenges previous knowledge. In general, SSI seems to be most efficient for students, who believe they learn from presenting and discussing their knowledge, focus on ‘the large picture’, acknowledges own responsibility for learning, finds school science personally relevant and are self-efficacious. It seems that the outcomes from SSI work are much in the hands of the teacher. Thus, working with SSI could be considered as an appropriate activity for all students. However, educators should continue to look for ways to promote development of students’ attitudes and epistemological beliefs.

  • 27.
    Lindahl, Britt
    et al.
    Högskolan Kristianstad.
    Rosberg, Maria
    Högskolan Kristianstad.
    Ekborg, Margareta
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ideland, Malin
    Malmö högskola, Lärarutbildningen.
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen.
    Rehn, Agneta
    Malmö högskola, Lärarutbildningen.
    Nyström, Eva
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Winberg, Mikael
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Socio-scientific issues – a way to improve students’ interest and learning?: Paper presented at 2010 NARST Annual International Conference in Philadelphia2010Konferansepaper (Fagfellevurdert)
  • 28.
    Lindahl, Britt
    et al.
    Högskolan Kristianstad.
    Rosberg, Maria
    Högskolan Kristianstad.
    Ekborg, Margareta
    Ideland, Malin
    Malmö högskola.
    Malmberg, Claes
    Malmö högskola.
    Rehn, Agneta
    Malmö högskola.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Silfver, Eva
    Umeå universitet, Umeå School of Education (USE). Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Winberg, Mikael
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Socio-scientific Issues: A Way to Improve Students’ Interest and Learning?2011Inngår i: US-China Education Review B, ISSN 2161-6248, Vol. 1, nr 3, s. 342-347Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    According to many documents, there is a strong need to renew science education. One way could be to work with SSI (socio-scientific issues). This paper reports on both students' and teachers' experiences and learning when working with socio-scientific issues in science education in secondary school (aged from 13 to 16). The approach is multidimensional, as factors that influence cognition as well as motivation and the forming of attitudes are complex. Results suggest that SSI work forms are more important than personal factors for explaining outcomes. Relevant issues, autonomy and functioning group work seem to be important aspects of successful SSI work together with structure provided by the teacher, and information that challenges previous knowledge. In general, SSI seems to be most efficient for students, who believe that they learn from presenting and discussing their knowledge, focus on "the large picture", acknowledge own responsibility for learning, find school science personally relevant and are self-efficacious. It seems that the outcomes from SSI work are much in the hands of the teacher. This paper is a short summary of the first year and quantitative part of the project. Further results from the project will later be found in our homepage (http://www.sisc.se). 

  • 29.
    Manni, Annika
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Sporre, Karin
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Young students’ aesthetic experiences and meaning making processes in an outdoor environmental school practice2017Inngår i: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 17, nr 2, s. 108-121Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study uses John Dewey’s theoretical concept of ‘aesthetic experience’ in empirically exploring expressions of cognition and emotion in students’ meaning-making processes. A case study was conducted in one class of Grade 6 students during a single school semester. This article reports results from five outdoor days. The empirical material consists of observations, field notes, logbook entries, interviews and students’ written reflections. The students’ meaning-making processes were analyzed through the Deweyan theory of an initial phase involving anticipation, an activity phase with courses of actions and a concluding phase with reflections that serve as fulfillments. Expressions of aesthetic experience were identified in four important components of the students’ meaning-making processes: prior personal experiences; responses to environments and artifacts; social interaction; and situations allowing for responsibility, trust and independence. A more in-depth process-oriented analysis revealed that aesthetic experiences are vital in continuous meaning-making processes.

  • 30.
    Manni, Annika
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Sporre, Karin
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV).
    Parchmann, Ilka
    University of Kiel.
    Perceived learning experiences regarding Education for sustainable development: within Swedish outdoor education traditions2013Inngår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 9, nr 2, s. 187-205Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article presents results from a Swedish exploratory study investigating perceptions of the learning experiences related to education for sustainable development (ESD) by students 10-12 years old. A comprehensive questionnaire with both open and closed questions asking for the students’ cognitive, emotional, practical, social, and situated learning experiences was developed. The empirical material consists of the responses from 209 students from six schools. The schools were selected to get a variety of both school programs regarding ESD and outdoor education activities. The results reported here reveal relationships between areas of students’ learning experiences, mainly between the cognitive, emotional, and social areas. Comparisons between the schools illustrate different approaches to teaching as well as the students’ diverse perceptions of these practices. The questionnaire developed for the project proved to be a valid instrument for researching the relationships and complexities in ESD learning, thus demonstrating its potential for use in future studies.

  • 31.
    Manni, Annika
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Sporre, Karin
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Emotions and values: a case study of meaning-making in ESE2017Inngår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 23, nr 4, s. 451-464Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    With an interest in the role of emotions and values in students' meaning-making in Environmental and Sustainability Education a case study was carried out in a Swedish school-class with students, 12 years of age. During a six-week thematic group-work focusing environmental and sustainability issues related to food, the students were observed and interviewed in their daily school practice. The results are presented here through narrative reporting, and analysed with the use of Dewey's theoretical perspectives on experience, distinguishing three phases in a process: a start, an activity phase and a closure. Martha Nussbaum's theory of emotions is used to assist in the understanding of emotions and values. The study reports on active and independent meaning-making processes in students' group work. The results provide examples of students' meaning-making experiences and the role of emotions and values in them, indicating that more of values are formed and expressed in the concluding phase.

  • 32.
    Manni, Annika
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Sporre, Karin
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Mapping what young students understand and value regarding sustainable development2013Inngår i: International Electronic Journal of Environmental Education, ISSN 2146-0329, Vol. 3, nr 1, s. 17-35Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper presents the results of a study carried out to investigate how 10-12 year old Swedish students understand and value the issue of sustainable development. The responses from openended questions in a questionnaire have been analyzed through a content analysis based on a phenomenographic approach. The results show that there are considerable variations in the level of understandings and the values related to the three aspects of sustainable development. Understanding within as well as between the aspects is noted, with students having the most difficulty in seeing the relationships between all three aspects, i.e. a holistic understanding. Furthermore, students’ understanding and values are often expressed in an integrated way i.e. expressed in the same sentence. The variations, complex understandings, and expressions of understandings and values are discussed in relation to earlier research with a focus on ethical issues and systems thinking.

  • 33.
    Manni, Annika
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Sporre, Karin
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Mapping young students understanding and valuing of sustainable development2011Konferansepaper (Fagfellevurdert)
  • 34.
    Näs, Helena
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för ekologi, miljö och geovetenskap.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för matematik och matematisk statistik.
    Student reasoning while investigating plant material2008Inngår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 4, nr 2, s. 177-191Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this project, 10-12 year old students investigated plant material to learn more about plants and photosynthesis. The research study was conducted to reveal the students’ scientific reasoning during their investigation and also to establish what they already knew, what they wanted to know, and what they actually learned about plants and photosynthesis. The eleven different tasks helped students investigate plant anatomy, plant physiology, and the gases involved in photosynthesis and respiration. The study was carried out in the ordinary classrooms. The collected data consisted of audio-taped discussions, students’ notebooks, and field notes. Students’ discussions and written work, during the different plant tasks, were analysed to see how the students’ learning and understanding processes developed. The analysis is descriptive and categorised from a modified general typology of student’s epistemological reasoning. The study shows students’ level of interest in doing the tasks, their struggle with new words and concepts, and how they develop their knowledge about plant physiology. The study confirms that students, in this age group, develop understanding and show an interest in complicated processes in natural science, e.g. photosynthesis.

  • 35.
    Näs, Helena
    et al.
    Umeå universitet, Teknisk-naturvetenskaplig fakultet, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskaplig fakultet, Institutionen för naturvetenskapernas och matematikens didaktik.
    The space shuttle: an introduction to ecology teaching2009Inngår i: The nature of research in biological education: Old and new perspectives on theoretical and methodological issues / [ed] Marcus Hammann, Arend Jan Waarlo & Kerst Boersma, Utrecht, The Netherlands: CD-beta Press , 2009, s. 297-311Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    New ways of teaching ecology are needed since teenagers do not find concepts such as food webs interesting. Inquiry-based teaching is suggested to increase the interest in science. This study has an ethnographic approach and three classes of eight graders, 70 students, were observed during two weeks of work with the inquiry-based Space Shuttle task. The classroom atmosphere and teaching situations were rendered by means of thick descriptions. Students’ reasoning was categorised and analysed. 23 audio-taped student interviews were conducted and partly used. The findings show the complex problems in teaching and learning situations that appear during inquiry-based work in a classroom environment. The working atmosphere differed from noisy to calm. Students’ curiosity, level of attainments and interest made them use three levels of reasoning in the first 40 minutes. A learning process about complexity in ecosystems started but little improvement in concept knowledge was achieved. The task encircles students’ knowledge and entices them into ecological thinking and reasoning. The teachers did classroom management and did not have time to listen and support. The students, but not the teachers, were satisfied with the task’s result. The task’s potential in ecology teaching and students’ opportunities to learn will be discussed.

  • 36.
    Näs, Helena
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Benckert, Sylvia
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för fysik.
    Understanding photosynthesis and respiration - is it a problem?: eighth graders' written and oral reasoning about photosynthesis and respiration2009Inngår i: Science education: Shared issues, common future / [ed] Mijung Kim, Sung Won Hwang & Aik-Ling Tan, Singapore: National Institute of Education , 2009, s. 1281-1318Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    Earlier studies show that students at almost all school levels have difficulties to understand photosynthesis and respiration. However, international evaluations like TIMSS and PISA, present students’ understanding about photosynthesis and respiration without any connection to teaching and classroom context. Our research interest is to see to what extent ecology teaching develops students’ understanding of photosynthesis and respiration and how students can demonstrate their learning in both a written test and a guided interview.

     

    Ten weeks of 66 students’ ordinary ecology lessons were observed, their ecology tests were collected and 23 individual interviews were accomplished. The test results were analysed according to three categories of understanding. The interviews were analysed by how the students recalled their subject content knowledge, which rendered three types of reasoning.

     

    Both oral and written reasoning confirm a substantial learning, with more knowledge of photosynthesis than respiration. Analyses of test results and understanding as presented in interviews did not always correspond. Students with high scores in test showed problems to make a comprehensive picture of the concepts during interview, and students who tried and managed to connect concepts during the interview scored low in test. The interviews showed the importance of letting students try to explain concepts and to correct themselves. A potato gave both high and low scored students, an aha-reaction and truly satisfaction when they realised that photosynthesis and respiration were something else than a formula.

  • 37.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Naturvetenskaplig talang och kreativitet i det svenska utbildningssystemet2011Inngår i: Utvikling av naturvitenskapelig talent og kreativitet - et nordisk perspektiv / [ed] Peer S. Daugbjerg, Eila Lindfors, Michael Dal, Espen O. Henriksen og Christina Ottander, Köpenhamn: Norden , 2011, , s. 24s. 139-161Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    Denna rapport presenterar hur man arbetar med kreativitet, innovationoch talangutveckling inom naturvetenskaplig undervisning i Sverige.Studien är i huvudsak baserad på dokumentanalys av skolans styrdokument,offentliga utredningar, och webinformation som identifierats medhjälp av sökningar med sökmotorn Google. Begreppen talang, kreativitetoch naturvetenskap används inte särskilt mycket i svenska läro-och kursplaner,publikationer och websidor. Om däremot om sökningen utökas tillatt gälla skrivningar om ”stärka tillit till sin förmåga, öka självförtroende,utveckla förmågor och utifrån förutsättningarna stimulera till utvecklingoch lärande” blir antalet träffar mycket högt. I svenska styrdokument talarman i termer av att med utgångspunkt i elevernas bakgrund, tidigare erfarenheter,språk och kunskaper främja elevernas fortsatta lärande och kunskapsutveckling.Hänsyn skall tas till elevernas olika förutsättningar ochbehov och skolan har ett särskilt ansvar för de elever som av olika anledningarhar svårigheter att nå målen för utbildningen. Under de senasteåren framkommer förslag om att satsa resurser på elever med särskildafärdigheter. Det pågår många utbildningssatsningar t ex profilklasser,spetsutbildning i naturvetenskap samt olika initiativ för att öka ungdomarsintresse för naturvetenskap och teknik. Det låga intresset för naturvetenskapoch teknik medför att det är svårt att fylla gymnasieskolans ochhögskolans utbildningsplatser i dessa ämnen. Det gäller även till viss delde spetsutbildningar som införts på gymnasienivå. Det verkar som detstörsta hindret för utvecklingsarbete och talangutveckling i naturvetenskapoch teknik är den negativa image som ämnena har hos både ungdomaroch vuxna.

  • 38.
    Ottander, Christina
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för fysiologisk botanik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Campbell, D
    Öquist, Gunnar
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för fysiologisk botanik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå Plant Science Centre (UPSC).
    Seasonal-changes in photosystem-II organiszation and pigment composition in Pinus-Sylvestris1995Inngår i: Planta, ISSN 0032-0935, E-ISSN 1432-2048, Vol. 197, nr 1, s. 176-183Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Conifers of the boreal zone encounter considerable combined stress of low temperature and high light during winter, when photosynthetic consumption of excitation energy is blocked. In the evergreen Pinus sylvestris L. these stresses coincided with major seasonal changes in photosystem II (PSII) organisation and pigment composition. The earliest changes occurred in September, before any freezing stress, with initial losses of chlorophyll, the D1-protein of the PSTI reaction centre and of PSII light-harvesting-complex (LHC Il) proteins. In October there was a transient increase in F-o, resulting from detachment of the light-harvesting antennae as reaction centres lost D1. The D1-protein content eventually decreased to 90%, reaching a minimum by December, but PSII photochemical efficiency [variable fluorescence (F-v)/maximum fluorescence (F-m)] did not reach the winter minimum until mid-February. The carotenoid composition varied seasonally with a twofold increase in lutein and the carotenoids of the xanthophyll cycle during winter, while the epoxidation state of the xanthophylls decreased from 0.9 to 0.1 from October to January. The loss of chlorophyll was complete by October and during winter much of the remaining chlorophyll was reorganised in aggregates of specific polypeptide composition, which apparently efficiently quench excitation energy through non-radiative dissipation. The timing of the autumn and winter changes indicated that xanthophyll de-epoxidation correlates with winter quenching of chlorophyll fluorescence while the drop in photochemical efficiency relates more to loss of D1-protein. In April and May recovery of the photochemistry of PSII, protein synthesis, pigment rearrangements and zeaxanthin epoxidation occurred concomitantly. Indoor recovery of photosynthesis in winter-stressed branches under favourable conditions was completed within 3 d, with rapid increases in F-o, the epoxidation state of the xanthophylls and in light-harvesting polypeptides, followed by recovery of D1-protein content and F-v/F-m, all without net increase in chlorophyll. The fall and winter reorganisation allow Pinus sylvestris is to maintain a large stock of chlorophyll in a quenched, photoprotected state, allowing rapid recovery of photosynthesis in spring.

  • 39.
    Ottander, Christina
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Due, Karin
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Areljung, Sofie
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Sundberg, Bodil
    Örebro univ, NT-akademin.
    Tellgren, Britt
    örebro universitet.
    Understanding Preschool Emergent Science in a Cultural Historical Context through Activity Theory2014Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The aim of this study is to explore how cultural factors interact with preschool teachers’ shaping of activities with science content, and also how Activity Theory (AT) as a theoretical framework can be useful for examining interrelations within preschool systems. Qualitative data was collected from nine different preschools in the form of interviews with preschool teachers, observations of activities and stimulated recall discussions based on the recorded practices. Activity Theory (AT) was used as the theoretical framework for the analysis. The preschools displayed diverse approaches for experiencing and learning science, some with great creativity. In all preschools learning was integrated with care, upbringing and play. To support children’s interest and confidence was central. How science activities were shaped mainly depended on how children's interests were allowed to govern practice. The use of AT as an analytical tool was proven to be effective in identifying the elements, relationships and tensions crucial for understanding the framing of science activities.

  • 40.
    Ottander, Christina
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ekborg, Margareta
    Malmö högskola.
    Effective models for in-service and pre-service science teacher training in IBSE2014Rapport (Annet vitenskapelig)
  • 41.
    Ottander, Christina
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ekborg, Margareta
    Malmö högskola.
    Students experience of working with Socio Scientific Issues: a quantitative study in secondary school2012Inngår i: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 42, nr 6, s. 1147-1163Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This research project aims to investigate how students in lower secondary school experience work with socioscientific issues (SSI). The six socioscientific cases developed and used in this project are relevant according to characteristics of SSI and to the national curriculum. Approximately 1,500 students in Sweden have worked with one SSI case chosen by the teachers. A questionnaire-based instrument was used to measure the affective domain of students’ attitudes towards and interest in science before starting to work with the case and a second questionnaire after finishing a case. The second student questionnaire, measured the situational characteristics of the SSI work and perceived cognitive and affective outcomes. According to the students’ self-reported experience, all cases were interesting and related to a current issue. Most cases were equally interesting to boys and girls, the only exception was You are what you eat, which girls found more interesting than boys did. Almost all students claim that they learnt new facts, learnt to argue for their standpoint and to search and evaluate information during the work with the cases. The girls’ average scores were higher on several aspects of learning outcomes. Furthermore the students, especially the girls, perceived that the outcome of working with SSI had relevance for their future, with some cases more relevant than others. The more interesting the student found the case, the more they claimed they learnt. The students do not, however, claim that they learnt more science than during ordinary lessons.

  • 42.
    Ottander, Christina
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Matematik, teknik och naturvetenskap.
    Ekborg, Margareta
    Malmö högskola.
    Students experience of working with socio scientific issues: a quantitative study in secondary school2009Konferansepaper (Fagfellevurdert)
    Abstract [en]

    We present results from a research project aiming at investigating how students in lower   secondary school experience work with socio-scientific issues (SSI). The socio-scientific cases developed and used in this project are relevant according to characteristics of SSI and to the national curriculum. Approximately 1600 students in Sweden have worked with one or several SSI cases. A questionnaire-based instrument was used to measure the affective domain of students’ attitudes towards and interest in science before starting to work with the case and a second questionnaire after finishing a case. According to the students’ self-reported experience, all cases were interesting and related to a current issue. Most cases were equally interesting to boys and girls, the only exception was ”You are what you eat”, which girls found more interesting than boys did. Almost all students claim that they learnt new facts, learnt to argue for their standpoint and to search  and scrutinize information during the work with the cases. They do not, however, claim that they learnt more science than during ordinary lessons. This research project will continue with a qualitative approach studying classroom work with SSI to ascertain the link between SSI curricula and the learning of science content.

  • 43.
    Ottander, Christina
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Gisselberg, Kjell
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för utvärderingsforskning (UCER).
    Hanberger, Anders
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Centrum för utvärderingsforskning (UCER).
    NOT-projektet 1999-2003: En utvärdering. Delrapport 20032003Rapport (Annet (populærvitenskap, debatt, mm))
  • 44.
    Ottander, Christina
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Matematik, teknik och naturvetenskap.
    Grelsson, Gunnel
    Umeå universitet, Samhällsvetenskapliga fakulteten, Beteendevetenskapliga mätningar.
    Laboratory work: The teachers' perspective2006Inngår i: Journal of Biological Education, ISSN 0021-9266, Vol. 40, nr 3, s. 113-118Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    We describe a case study of an in-service professional development project with four experienced biology teachers in two upper secondary schools. The objective was to better understand the role of laboratory work (labwork) in science education with a special emphasis on assessment. Research questions include the following: 1. What does the teacher want to achieve with the labwork and how do the students perceive it? 2. How do biology teachers assess labwork? 3. How did the in-service project motivate teachers to change their assessment methods? 4. Are the assessment criteria in the Swedish national syllabus applicable to labwork? Data were collected during a semester-long in-service project. Laboratory instruction sheets were collected and analysed both with respect to intended learning outcome and assessment skills. Questionnaires to teachers and students about the intended learning outcome were carried out after different experiments. Finally, teachers were interviewed concerning the role of labwork and their assessment methods and also their reflections on the results of the in-service project. The teachers realised that their assessment methods require more transparency to become effective. The interpretation of intended learning outcomes of experimental work differs between students and teachers.

  • 45.
    Ottander, Christina
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Matematik, teknik och naturvetenskap.
    Grelsson, Gunnel
    Samhällsvetenskaplig fakultet, Beteendevetenskapliga mätningar.
    Teachers view of learning outcome and assessment of laboratory work in Swedish upper secondary biology classes2005Inngår i: Trends in biology education: Research in the new biology era, 2005, s. 287-301Konferansepaper (Fagfellevurdert)
  • 46.
    Ottander, Christina
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för fysiologisk botanik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Hundal, T
    Andersson, B
    Huner, Npa
    Öquist, Gunnar
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för fysiologisk botanik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå Plant Science Centre (UPSC).
    Photosystem II reaction centres stay intact during low temperature photoinhibition1993Inngår i: Photosynthesis Research, ISSN 0166-8595, E-ISSN 1573-5079, Vol. 35, nr 2, s. 191-200Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Photoinhibition of photosynthesis was studied in intact barley leaves at 5 and 20-degrees-C, to reveal if Photosystem II becomes predisposed to photoinhibition at low temperature by 1) creation of excessive excitation of Photosystem II or, 2) inhibition of the repair process of Photosystem II. The light and temperature dependence of the reduction state of Q(A) was measured by modulated fluorescence. Photon flux densities giving 60% of Q(A) in a reduced state at steady-state photosynthesis (300 mu mol m-2 s-1 at 5-degrees-C and 1200 mumol m-2 s-1 at 20-degrees-C) resulted in a depression of the photochemical efficiency of Photosystem II (F(v)/F(m)) at both 5 and 20-degrees-C. Inhibition of F(v)/F(m) occurred with initially similar kinetics at the two temperatures. After 6 h, F(v)/F(m), was inhibited by 30% and had reached steady-state at 20-degrees-C. However, at 5-degrees-C, F(v)/F(m) continued to decrease and after 10 h, F(v)/F(m) was depressed to 55% of control. The light response of the reduction state of Q(A) did not change during photoinhibition at 20-degrees-C, whereas after photoinhibition at 5-degrees-C, the proportion of closed reaction centres at a given photon flux density was 10-20% lower than before photoinhibition. Changes in the D1-content were measured by immunoblotting and by the atrazine binding capacity during photoinhibition at high and low temperatures, with and without the addition of chloramphenicol to block chloroplast encoded protein synthesis. At 20-degrees-C, there was a close correlation between the amount of D1-protein and the photochemical efficiency of photosystem II, both in the presence or in the absence of an active repair cycle. At 5-degrees-C, an accumulation of inactive reaction centres occurred, since the photochemical efficiency of Photosystem II was much more depressed than the loss of D1-protein. Furthermore, at 5-degrees-C the repair cycle was largely inhibited as concluded from the finding that blockage of chloroplast encoded protein synthesis did not enhance the susceptibility to photoinihibition at 5-degrees-C. It is concluded that, the kinetics of the initial decrease of F(v)/F(m) was determined by the reduction state of the primary electron acceptor Q(A), at both temperatures. However, the further suppression of F(v)/F(m) at 5-degrees-C after several hours of photoinhibition implies that the inhibited repair cycle started to have an effect in determining the photochemical efficiency of Photosystem II.

  • 47.
    Ottander, Christina
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ottander, Katarina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Känslor, värderingar och etik i undervisning av SNI2016Annet (Annet (populærvitenskap, debatt, mm))
  • 48.
    Ottander, Christina
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ottander, Katarina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Planera för undervisning genom SNI2016Annet (Annet (populærvitenskap, debatt, mm))
  • 49.
    Ottander, Christina
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ottander, Katarina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Teachers’ design of socio-scientific inquiry based teaching and learning sessions2017Konferansepaper (Fagfellevurdert)
    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.

  • 50.
    Ottander, Christina
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ottander, Katarina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Undervisning utifrån samhällsfrågor med naturvetenskapligt innehåll2016Annet (Annet (populærvitenskap, debatt, mm))
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