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Publications (10 of 27) Show all publications
Vaino, K. & Hellgren, J. (2023). Fostering students’ scientific attitude and empathy in the science classroom as a potential response to post-truth. In: Katrin Vaino; Helin Semilarski; Helen Semilarski (Ed.), Busting post-truth in the science classroom: (pp. 29-36). Tartu: University of Tartu
Open this publication in new window or tab >>Fostering students’ scientific attitude and empathy in the science classroom as a potential response to post-truth
2023 (English)In: Busting post-truth in the science classroom / [ed] Katrin Vaino; Helin Semilarski; Helen Semilarski, Tartu: University of Tartu, 2023, p. 29-36Chapter in book (Other academic)
Abstract [en]

Key messages:

  • Science lessons should foster a true scientific attitude and build students’ trust in science.
  • Cultivating values supporting care and empathy is needed to meet global challenges.
  • Motives and values are better internalised when the three basic psychological needs for competence, autonomy and relatedness are met in the science classroom. 
Place, publisher, year, edition, pages
Tartu: University of Tartu, 2023
National Category
Didactics
Research subject
didactics of natural science
Identifiers
urn:nbn:se:umu:diva-220338 (URN)978-9985-4-1406-4 (ISBN)
Projects
EVIDENCE Erasmus+ project
Available from: 2024-02-01 Created: 2024-02-01 Last updated: 2024-02-01Bibliographically approved
Eriksson, U. & Hellgren, J. (2023). Rumtid: Är det något vi har tid och rum för i undervisningen?. LMNT-nytt (1), 7-9
Open this publication in new window or tab >>Rumtid: Är det något vi har tid och rum för i undervisningen?
2023 (Swedish)In: LMNT-nytt, ISSN 1402-0041, no 1, p. 7-9Article in journal (Other (popular science, discussion, etc.)) Published
National Category
Didactics Other Natural Sciences
Identifiers
urn:nbn:se:umu:diva-216098 (URN)
Available from: 2023-11-01 Created: 2023-11-01 Last updated: 2023-11-02Bibliographically approved
Hellgren, J., Varg, L., Forsgren, H. & Ottander, C. (2023). Skogsanvändning och skogsbevarande som undervisningstema för elevers intresse för naturvetenskap och engagemang i samhällsfrågor. In: : . Paper presented at Forum för forskningsbaserad NT-undervisning (FobasNT) - konferens 2023, Norrköping, Sverige, 18-19 oktober, 2023.
Open this publication in new window or tab >>Skogsanvändning och skogsbevarande som undervisningstema för elevers intresse för naturvetenskap och engagemang i samhällsfrågor
2023 (Swedish)Conference paper, Oral presentation only (Refereed)
Abstract [sv]

MULTIPLIERS är ett EU-projekt där elever i sex olika länder arbetar med naturvetenskapliga samhällsfrågor i kombination med Open Schooling; att skolan öppnar upp mot samhället för dubbelriktad samverkan med olika samarbetspartners. I Umeå arbetar vi med temat Skogsanvändning och skogsbevarande, ett tema där gymnasieelever fått diskutera olika ekonomiska, ekologiska, kulturella och sociala perspektiv på skog. Genom tre konkreta aktiviteter: en intervju med tre generationer, en skogsdebatt, samt ett möte med en journalist har eleverna reflekterat över och argumenterat för olika åsikter i skogsfrågan. Presentationen utgår ifrån två frågeställningar: Vad tyckte eleverna om temat Skogsanvändning och skogsbevarande och Hur kan Open Schooling bidra till undervisning. Resultaten indikerar att de tre aktiviteterna gav ett långsiktigt och tankeväckande lärande. Alla tre aktiviteterna använder relativt enkla interaktioner mellan elever och samhälle. Genom temats koppling till elevernas vardag är det lämpligt för att främja intresse för naturvetenskap såväl som bidra till att utveckla elevers förmåga att granska information, undersöka, kommunicera och ta ställning i olika frågor. Elevernas utvärderingar och engagemang, lärarens och experternas synpunkter och våra egna erfarenheter tyder alla på att det finns goda skäl att arbeta vidare med kombinationen av autentiska frågor och Open Schooling. Presentationen kommer att kort belysa undervisningsaktiviteterna, presentera resultat och fortsatt arbete samt öppna för diskussion om svårigheter och möjligheter för lärare och elever att samarbeta med omgivande samhälle i relevanta och aktuella men komplexa naturvetenskapliga frågor. 

 

National Category
Didactics Other Biological Topics
Identifiers
urn:nbn:se:umu:diva-216100 (URN)
Conference
Forum för forskningsbaserad NT-undervisning (FobasNT) - konferens 2023, Norrköping, Sverige, 18-19 oktober, 2023
Projects
MULTIPLIERS
Funder
EU, Horizon 2020, 101006255
Available from: 2023-11-01 Created: 2023-11-01 Last updated: 2023-11-02Bibliographically approved
Euler, E., Hellgren, J. & Eriksson, U. (2022). Science students’ experience of spatial scales: a phenomenographic pilot study. In: : . Paper presented at GIREP 2022 conference (International Research Group on Physics Teaching). Ljubljana, Slovenia, July 4-8, 2022..
Open this publication in new window or tab >>Science students’ experience of spatial scales: a phenomenographic pilot study
2022 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

We report on the initial findings of a pilot study from a larger project investigating the teaching and learning of spatial/temporal scales in science. Pre-service science teachers from physics and biology were interviewed over Zoom while completing a ranking task for objects ranging from a proton to animal cells to the Universe. A phenomenographic analysis was carried out to determine the qualitatively different ways in which science students experience spatial scales.

National Category
Natural Sciences Educational Sciences Didactics
Identifiers
urn:nbn:se:umu:diva-216095 (URN)
Conference
GIREP 2022 conference (International Research Group on Physics Teaching). Ljubljana, Slovenia, July 4-8, 2022.
Available from: 2023-11-01 Created: 2023-11-01 Last updated: 2023-11-02Bibliographically approved
Euler, E., Hellgren, J. & Eriksson, U. (2022). The scale of it all: Students' experiences of spatial scales. In: : . Paper presented at AAPT 2022 Summer Meeting (American Association of Physics Teachers). Grand Rapids, MI, USA, July 9-10, 2022.
Open this publication in new window or tab >>The scale of it all: Students' experiences of spatial scales
2022 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

This talk reports on the preliminary data and initial findings of a pilot study from a larger project investigating the teaching and learning of spatial/temporal scales in science. We video-recorded pre-service science teachers from physics and biology while completing a ranking task for objects ranging in size from the scale of a proton to the scale of the Universe. From this data, a phenomenographic analysis was carried out to determine the qualitatively different ways in which science students experience spatial scales.

National Category
Other Natural Sciences Didactics
Identifiers
urn:nbn:se:umu:diva-216097 (URN)
Conference
AAPT 2022 Summer Meeting (American Association of Physics Teachers). Grand Rapids, MI, USA, July 9-10, 2022
Available from: 2023-11-01 Created: 2023-11-01 Last updated: 2023-11-02Bibliographically approved
Almarlind, P. & Sullivan Hellgren, J. M. (2021). Student reasoning about socioscientific issues in Swedish national science tests. In: : . Paper presented at ESERA 2021, the 14th Conference of the European Science Education Research Association, Online via University of Minho, Braga, Portugal, August 30 - September 3, 2021.
Open this publication in new window or tab >>Student reasoning about socioscientific issues in Swedish national science tests
2021 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Since the national science tests for grade 9 (age 15-16) in Swedish Compulsory schools were obligated 2010, there has been validity and reliability discussions concerning the dilemma of having essay items in the tests. In the test reports from 2013 onwards, teachers express concerns to assess the essay items, arguing that students only show that they are “good coders” and general arguers instead of showing scientific knowledge and skills. The goals of the science curriculum do however state that science knowledge should include the ability to participate in discussions in ways where science, technology and society interrelate, e.g. decision-making in socioscientific issues (SSI). Therefore, these skills are also important to assess. With this study, we aim to increase the knowledge about what perspectives students use in their supporting reasoning in Swedish national science tests. This was done using the SEE-SEP model covering three aspects (knowledge, value, and personal experiences) and six subject areas (sociology/culture, economy, environment/ecology, science, ethics/morality, and policy) (Chang Rundgren, & Rundgren, 2010), and a test item where students choose and argue for their choice of material for a chocolate box. The choices are plastic, paper or aluminium. Results show that students can use multiple perspectives of scientific knowledge when they make decisions and SSI argumentation, and this can be tracked in their written answers. The core of students reasoning was based on knowledge and values in the subject areas sociology/culture, environment and science. We discuss possibilities to, instead of avoiding these essay items, learn more about how to assess them.

Keywords
national science tests, socioscientific issues, students reasoning
National Category
Educational Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-187072 (URN)
Conference
ESERA 2021, the 14th Conference of the European Science Education Research Association, Online via University of Minho, Braga, Portugal, August 30 - September 3, 2021
Available from: 2021-08-31 Created: 2021-08-31 Last updated: 2021-11-17Bibliographically approved
Hellgren, J. M. (2019). Authentic science in the classroom: students’ perceptions of their experiences. NorDiNa: Nordic Studies in Science Education, 15(3), 299-312
Open this publication in new window or tab >>Authentic science in the classroom: students’ perceptions of their experiences
2019 (English)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 15, no 3, p. 299-312Article in journal (Refereed) Published
Abstract [en]

The purpose of this study is to characterize how students experience taking part in authentic research, specifically through the Medicine Hunt, a project designed to increase motivation for science and under-standing of research in the Swedish secondary school. The study also investigates potential differences in students’ experiences related to context, in terms of participating in the Medicine Hunt in different class-rooms. Twenty-four students from three Swedish lower-secondary schools participating in the Medicine Hunt were interviewed. The main result is that students’ experiences were positive and related to science. Their focus is to a large extent on authentic science, and covers many of the aspects the Medicine Hunt is aiming to introduce in school, like the hands-on and inquiry-based ways of working and the opportunity to do what scientists do. Students’ answers are also to a high degree connected to the science content and to learning science. Few differences in students’ experiences related to the different classrooms were found.

Place, publisher, year, edition, pages
Oslo University, 2019
National Category
Didactics
Research subject
didactics of biology
Identifiers
urn:nbn:se:umu:diva-168614 (URN)10.5617/nordina.5571 (DOI)2-s2.0-85076925861 (Scopus ID)
Funder
Swedish Research Council, 2007-3216
Available from: 2020-03-03 Created: 2020-03-03 Last updated: 2023-03-23Bibliographically approved
Hellgren, J., Ottander, K. & Ottander, C. (2019). I don't want to make them activists - but help them become responsible citizens. In: : . Paper presented at 13th Conference of the European Science Education Research Association (ESERA), Bologna, Italy, August 26-30, 2019.
Open this publication in new window or tab >>I don't want to make them activists - but help them become responsible citizens
2019 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

Socio-Scientific Inquiry-Based Learning (SSIBL) pedagogy differs in emphasis and approach from traditional content-focused teaching and proves challenging for many teachers. In this study, eight teachers from two schools joined a collegial teacher professional development programme (TPD) on SSIBL and were interviewed after participating. In order to understand how Swedish science teachers interpret and implement teaching of skills for action, we pose the questions: What are teachers’ views of students’ development of skills for action, and What are teachers’ views of their role in students’ development of skills for action. Results show that teachers see argumentation as a key skill that is necessary for students to develop, as well as learning factual knowledge and critical thinking. Practice in seeing different perspectives and arguing for a position or view are important in the process of becoming responsible citizens that engage in society. However, although teachers want to encourage students’ to make responsible choices in everyday life, such as lifestyle and well-being, they hesitate to encourage students to engage in larger issues, including activism. Further, it is not straightforward for the teachers to support students’ development of skills for action. The teachers’ major concerns include practicing argumentation and other skills without losing focus on factual knowledge as well as maintaining a balance between being neutral and showing opinions in the new types of situations SSIBL brings into the classroom. Other factors of concern to teachers include the time SSIBL takes and feelings of lack of competence in for example assessment. Teachers choose issues close to students’ everyday lives to create interest and engagement, and the TPD supports collegial collaboration when developing SSIBL lessons of interest.

National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-216105 (URN)
Conference
13th Conference of the European Science Education Research Association (ESERA), Bologna, Italy, August 26-30, 2019
Projects
Lärarkunskap för scientific literacy – utveckling av undervisning genom samhällsfrågor med naturvetenskapligt innehåll (SNI)
Available from: 2023-11-01 Created: 2023-11-01 Last updated: 2023-11-02Bibliographically approved
Hellgren, J. M. (2019). Using theoretical and methodological triangulation to study motivation in the science classroom. In: McLoughlin, E., Finlayson, O.E., Erduran, S., Childs, P. (Ed.), Bridging Research and Practice in Science Education: Selected Papers from the ESERA 2017 Conference (pp. 107-122). Springer
Open this publication in new window or tab >>Using theoretical and methodological triangulation to study motivation in the science classroom
2019 (English)In: Bridging Research and Practice in Science Education: Selected Papers from the ESERA 2017 Conference / [ed] McLoughlin, E., Finlayson, O.E., Erduran, S., Childs, P., Springer, 2019, p. 107-122Chapter in book (Refereed)
Abstract [en]

Motivation cannot be measured directly but has to be evaluated through other indirect measurements, of which questionnaires are the most common. This chapter presents results from development and use of a model to approach motivation in the science classroom from multiple theoretical and methodological perspectives. The model emerged from the Hierarchical model of intrinsic and extrinsic motivation by Vallerand and the process model of motivation by Dörnyei. The chapter focuses on the relationship between students’ motivation, engagement and experiences when performing a novel science task. Results suggests that the students in two of the classrooms were better able to overcome challenges and complete the task than students in the third classroom. Further, no patterns were found between students’ contextual motivation and their actions or experiences. The multi-perspective model was a useful tool to align motivation as measured with questionnaires with motivation as seen through students’ actions in the classroom. The results show that more research on motivation from a situational perspective is needed, thereby we can learn more about relationships between motivation and actions, and between what happens in classroom and students’ long-term motivation for science. This knowledge has potential to lead to improved practices in science teaching.

Place, publisher, year, edition, pages
Springer, 2019
Series
Contributions from Science Education Research, ISSN 2213-3623 ; 6
Keywords
motivation, mixed methods, engagement, experiences
National Category
Didactics
Research subject
didactics of biology
Identifiers
urn:nbn:se:umu:diva-168618 (URN)10.1007/978-3-030-17219-0_7 (DOI)000546019800008 ()2-s2.0-85135554871 (Scopus ID)978-3-030-17219-0 (ISBN)978-3-030-17218-3 (ISBN)
Available from: 2020-03-03 Created: 2020-03-03 Last updated: 2022-09-08Bibliographically approved
Hellgren, J., Ottander, K. & Ottander, C. (2018). Teachers’ views of development of student action competence after a TPD on Socio-Scientific Inquiry-Based Learning (SSIBL). In: : . Paper presented at XVIII Symposium of the International Organization for Science and Technology Education, Malmö, Sweden, August 13-17, 2018.
Open this publication in new window or tab >>Teachers’ views of development of student action competence after a TPD on Socio-Scientific Inquiry-Based Learning (SSIBL)
2018 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

To prepare students for future challenges as citizens and to provide the knowledge necessary for science education studies, socio-scientific inquiry-based learning (SSIBL) is one possible approach. SSIBL pedagogy differs in emphasis and approach from traditional content-focused teaching and proves challenging for many teachers. The curriculum for the Swedish upper-secondary course Science Studies has a strong focus on students’ development of action competence, and this study aims to characterise teachers’ views of students’ active citizenship after a year-long online collegial TPD on SSIBL. The questions asked are “how do teachers view conflicts of interest and practices in taking action as learning tools for active citizenship” and “what are the teachers’ views/motives underlying their approaches and choices when teaching about action competence”. Eight teachers from two schools, i.e. two independent courses, were interviewed after participating. Data was analysed using thematic and theory-driven analyses. Results show that all teachers position students in situations where they take part in conflicts of interest. Some teachers used conflicts of interests to let students find arguments for and against something, and other teachers created situations where more than two perspectives of an issue were represented and students enacted a role. Teachers highlight that they want students to understand that questions are complex, and that active choices are important in life. Many of the teachers let students individualise their ideas by, within the SSIBL work, reflecting on the hypothetical question “what can I do as an individual”. Reasons teachers give for schools’ role in developing action competence include personal reasons such as it is important for students themselves to develop these competences for life, and global reasons such as this is needed for the planet to survive. Even if teachers did not actively encourage students to take action in everyday life, many students appeared to develop active citizenship. 

National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-216104 (URN)
Conference
XVIII Symposium of the International Organization for Science and Technology Education, Malmö, Sweden, August 13-17, 2018
Projects
Lärarkunskap för scientific literacy – utveckling av undervisning genom samhällsfrågor med naturvetenskapligt innehåll (SNI)
Available from: 2023-11-01 Created: 2023-11-01 Last updated: 2023-11-02Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9409-3559

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