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Argumentation is a key skill in most school subjects and academic disciplines, including mathematics and science. It is possible that similarities and differences between how argumentation is expressed in different subjects can contribute to, or disrupt, students’ transferrable argumentation skills. The purpose of this study is therefore to increase the understanding of such similarities and differences concerning the use of argumentation in mathematics and science texts. To reach this goal, the study compares argumentation with a focus on argumentation markers and argumentative structures in first-semester university textbooks in mathematics, chemistry, and biology. Results show that common linguistic argumentation markers in mathematics and science textbooks include for example because, if, thus, so, and therefore and that there is significantly more argumentation in the mathematics textbook compared to the science textbooks. Further, the results indicate differences in patterns of how argumentation is used, including for example that the mathematics textbook contains more complex argumentation compared with the chemistry textbook. Thereby, the subject-specific languages in the disciplines have the potential to offer students different examples of argumentation.

This white book presents the final recommendations and guidelines from the MULTIPLIERS project, directed at practitioners and policymakers. Its main objective is to support the successful integration of open-schooling practices across diverse geographical, cultural, and economic contexts to ensure accessible, high-quality science education for all. Through this white book, readers will find examples of complex socio-scientific issues tackled in the MULTIPLIERS project, providing valuable insights for anyone interested in initiating similar open-schooling projects. The project advances an operational definition of Open Schooling, aligning with three core objectives: community impact, pedagogical impact, and scientific impact, with a strong emphasis on foundational values.

The primary goal of the project is to expand science learning opportunities by promoting cooperative partnerships and establishing Open Science Communities (OSCs). Specifically, it aims to (1) enhance students’ interest in science, boost self-efficacy in science learning, and raise awareness of science careers by embedding real-life, open-school science learning projects in collaboration with science professionals and media experts into education; and (2) develop analytical and critical thinking skills in students, families, and the broader community to empower problemsolving and innovation.

This white book presents the final recommendations and guidelines from theMULTIPLIERS project, directed at practitionersand policymakers. Its main objective isto support the successful integration of open-schooling practices across diverse geographical, cultural, and economic contextsto ensure accessible, high-quality science education for all.

Through this white book, readers will find examples of complex socio-scientific issue stackled in the MULTIPLIERS project, providingvaluable insights for anyone interested ininitiating similar open-schooling projects.

The project advances an operational definition of Open Schooling, aligning with three core objectives: community impact, pedagogical impact, and scientific impact, with a strong emphasis on foundational values.

The primary goal of the project is to expand science learning opportunities by promoting cooperative partnerships and establishing Open Science Communities (OSCs). Specifically, it aims to (1) enhance students’interest in science, boost self-efficacy in science learning, and raise awareness of science careers by embedding real-life, open-school science learning projects in collaboration with science professionals and media experts intoeducation; and (2) develop analytical andcritical thinking skills in students, families, and the broader community to empower problem-solving and innovation.

Drawing on best practices in Open Schooling and the needs identified in partner countries, the MULTIPLIERS consortium has created a practical framework for implementing project activities through a structured teaching and learning sequence (TLS) comprising three phases:

Phase 1: Identifying and exploring socio-scientific issues(SSIs) relevant to the local community.

Phase 2: Engaging in an Open-School Science learningproject (OSS).

Phase 3: Students acting as multipliers.

For each phase of the TLS, this white book outlines specific recommendations and guidelines.

In addition, the MULTIPLIERS project has developed a sustainability model designed to promote long-term collaboration between schools and external partner organizations. This model supports the ongoing integrationof authentic science education into schools by establishing networks that connect formal education with real-world scientific expertise. The sustainability model rests on five key pillars: Communication, Coordination, Collaboration, Costs, and the Collection of Materials.

Spatial scales are fundamental for understanding many scientific phenomena and processes. Understanding small and large scales is at the same time something that is perceived as very difficult by students, risking limiting the interest for science; the subjects are simply seen as difficult. The purpose of this project is therefore to gain more knowledge about how and what semiotic resources can facilitate the understanding of spatial scales and thereby enhance the meaning-making of scientific phenomena and processes. We see this as imperative to create interest in science, something that is important both for having scientifically literate citizens and generating more engineers and doctors in science. In this case study we will investigate this by using exercises tailored for understanding spatial scales through semiotic resources. We have video recorded interviews of experts in molecular biology. These interviews are analyzed with a focus on scale aspects, and will contribute to insights into how the meaning-making of small and large spatial scales can be described and how it is communicated within the discipline. The results show that there are limited numbers of strategies used by the participants. The results will contribute to advices and guidelines for working with spatial scales in science teaching.

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. 

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. 

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.

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.

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.