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Ekborg, Margareta
Publications (10 of 11) Show all publications
Lindahl, B., Rosberg, M., Ekborg, M., Ideland, M., Malmberg, C., Rehn, A., . . . Winberg, M. (2010). Socio-scientific issues – a way to improve students’ interest and learning?: Paper presented at 2010 NARST Annual International Conference in Philadelphia. In: : . Paper presented at 2010 NARST Annual International Conference in Philadelphia.
Open this publication in new window or tab >>Socio-scientific issues – a way to improve students’ interest and learning?: Paper presented at 2010 NARST Annual International Conference in Philadelphia
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2010 (English)Conference paper, Published paper (Refereed)
National Category
Didactics
Research subject
didactics of natural science
Identifiers
urn:nbn:se:umu:diva-51796 (URN)
Conference
2010 NARST Annual International Conference in Philadelphia
Projects
SISC
Funder
Swedish Research Council, 2006-12555-41406-14
Available from: 2012-02-02 Created: 2012-02-02 Last updated: 2021-11-23Bibliographically approved
Ekborg, M., Ideland, M. & Malmberg, C. (2009). Science for life: a conceptual framework for constru´ction and analysis of socio-scientific issues. NorDiNa: Nordic Studies in Science Education, 5(1), 35-46
Open this publication in new window or tab >>Science for life: a conceptual framework for constru´ction and analysis of socio-scientific issues
2009 (English)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 5, no 1, p. 35-46Article in journal (Refereed) Published
Abstract [en]

The aim of this paper is to describe a conceptual framework to be used as a tool for analyzing work with socio-scientific issues (SSI) and for constructing SSI cases in secondary school. The framework consists of six components describing the more detailed characteristics of SSI. The components were chosen to reflect what we know from research about what might have an impact on students’ learning and interest in science. Six socio-scientific cases were then constructed and these are discussed in the article. The cases are relevant in that they both display the characteristics of SSI and meet the requirements of the Swedish national curriculum. The components and the cases are described in a table. This work is the first step in an evidence-based research project aiming at investigating if, how and why students and teachers in secondary school develop knowledge and interests when working with SSI.

Identifiers
urn:nbn:se:umu:diva-23207 (URN)
Available from: 2009-06-04 Created: 2009-06-04 Last updated: 2018-06-08Bibliographically approved
Lindahl, B., Ekborg, M., Winberg, M., Ottander, C., Rosberg, M., Nyström, E., . . . Rehn, A. (2009). Socio-scientific issues: a way to improve students’ interest and learning?. In: ESERA : European Science Education Research Association: 2009 conference: 31 August - 4 September 2009Ankara : Gazi University. Paper presented at National Association of Research in Science Teaching (pp. 427).
Open this publication in new window or tab >>Socio-scientific issues: a way to improve students’ interest and learning?
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2009 (English)In: ESERA : European Science Education Research Association: 2009 conference: 31 August - 4 September 2009Ankara : Gazi University, 2009, p. 427-Conference paper, Published paper (Refereed)
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.

Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-37643 (URN)
Conference
National Association of Research in Science Teaching
Funder
Swedish Research Council
Available from: 2010-11-10 Created: 2010-11-10 Last updated: 2018-06-08Bibliographically approved
Österlund, L.-L. & Ekborg, M. (2009). Students’ understanding of redox reactions in three situations. NorDiNa: Nordic Studies in Science Education, 5(2), 115-127
Open this publication in new window or tab >>Students’ understanding of redox reactions in three situations
2009 (English)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 5, no 2, p. 115-127Article in journal (Refereed) Published
Abstract [en]

Redox models that explain electrochemical issues have been found to be difficult to teach and to learn. The aim of this study was to investigate students’ reasoning about redox reactions in three situations, how they used the activity series of metals and if they transferred knowledge between domains. Semi-structured interviews were carried out with ten students on two different occasions and dealt with three situations 1) a laboratory practical on corrosion; 2) a demonstration of zinc and copper sulphate solution; and 3) a corroded sculpture. The results indicated that the electron model was fundamental and reinforced. The identification of the reducing agent in the situations was unproblematic. The students’ conceptions regarding the oxidizing agent varied and diverged from the scientific model in some situations. Depending on the situation, the activity series of metal became a tool as well as an obstacle. Some transfer of knowledge between the classroom and the outdoor situation was indicated.

National Category
Didactics
Research subject
didactics of chemistry
Identifiers
urn:nbn:se:umu:diva-34452 (URN)
Available from: 2010-06-02 Created: 2010-06-02 Last updated: 2018-06-08Bibliographically approved
Persson, H., Ekborg, M. & Garpelin, A. (2009). Ämnesintegerrad undevisning i naturvetenskap - Vad är det?. NorDiNa: Nordic Studies in Science Education, 5(1), 47-60
Open this publication in new window or tab >>Ämnesintegerrad undevisning i naturvetenskap - Vad är det?
2009 (Swedish)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 5, no 1, p. 47-60Article in journal (Refereed) Published
Abstract [en]

Biology, chemistry and physics might be taught as separate subjects, but sometimes they are taught as combined with one another or with other subjects.  Nationally and internationally the concept integrated science teaching lacks a uniform definition. To find out more about how practicing teachers define and perform integrated teaching, interviews were undertaken with five teachers, teaching science in school year 7 to 9 (age 13-16) in the Swedish compulsory school. Two ways of integrating science teaching were found; one combining the science subjects and one combining the science subjects with other school subjects. Results showed differences in the ways of teaching integrated science, in the interpretation of what the teachers meant by science integrating teaching and which obstacles and possibilities they saw. Visions about working with integrated science in the future and how these visions correspond to teacher’s reality is also discussed.

National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-48268 (URN)
Available from: 2011-10-14 Created: 2011-10-13 Last updated: 2018-06-08Bibliographically approved
Ekborg, M. & Areskoug, M. (2006). How student teachers' understanding of the greenhouse effect develops during a teacher education programme. NorDiNa (5)
Open this publication in new window or tab >>How student teachers' understanding of the greenhouse effect develops during a teacher education programme
2006 (English)In: NorDiNa, no 5Article in journal (Refereed) Published
Identifiers
urn:nbn:se:umu:diva-10440 (URN)
Available from: 2007-02-28 Created: 2007-02-28 Last updated: 2018-06-09Bibliographically approved
Areskoug, M. & Ekborg, M. (2004). Experiments for Understanding the Greenhouse Effect.. In: Learning to change our world?: Swedish research on education & sustainable development. : Studentlitteratur
Open this publication in new window or tab >>Experiments for Understanding the Greenhouse Effect.
2004 (English)In: Learning to change our world?: Swedish research on education & sustainable development, Studentlitteratur , 2004Chapter in book (Other academic)
Place, publisher, year, edition, pages
Studentlitteratur, 2004
Identifiers
urn:nbn:se:umu:diva-10461 (URN)
Available from: 2007-02-28 Created: 2007-02-28 Last updated: 2018-06-09Bibliographically approved
Ekborg, M. (2003). Naturvetenskaplig utbildning för hållbar utveckling?: Longitudinell studie över hur grundskollärarstudenter utvecklar begreppsförståelse i naturvetenskap. In: Naturfagenes didaktikk – en disiplin i forandring?: Det 7. nordiske forskersymposiet om undervisning i naturfag i skolen (pp. 273-286).
Open this publication in new window or tab >>Naturvetenskaplig utbildning för hållbar utveckling?: Longitudinell studie över hur grundskollärarstudenter utvecklar begreppsförståelse i naturvetenskap
2003 (Swedish)In: Naturfagenes didaktikk – en disiplin i forandring?: Det 7. nordiske forskersymposiet om undervisning i naturfag i skolen, 2003, p. 273-286Conference paper, Published paper (Refereed)
Identifiers
urn:nbn:se:umu:diva-10499 (URN)
Available from: 2007-02-28 Created: 2007-02-28 Last updated: 2018-06-09Bibliographically approved
Persson, H., Ekborg, M. & Ottander, C.En studie om kunskapsbetoningen i ämnesintegrerad undervisning analyserad med Bloom's reviderade taxonomi.
Open this publication in new window or tab >>En studie om kunskapsbetoningen i ämnesintegrerad undervisning analyserad med Bloom's reviderade taxonomi
(Swedish)Manuscript (preprint) (Other academic)
Abstract [en]

In Swedish schools science is mainly taught as chemistry, biology and physics. But it is also possible to teach the subjects as integrated science. International as well as Swedish studies, show that the concept integrated science is diversified.  The study reported here, aims to investigating what types of knowledge, i.e. what cognitive process and knowledge perspective, and what content theme that is prominent in two Swedish science teachers’ work with integrated science. Also the relation between what the teachers want with the integrated lesson and what the teaching were aiming at are investigated. For analyzing the knowledge perspective the revised version of Bloom’s taxonomy was used. The results show that the knowledge emphasis of the teachers’ objectives before teaching had good alignment with the activities in the classroom. Some activities were taught as separate subjects and some as integrated science. In the integrated situations there was greater emphasis on factual and conceptual knowledge on a higher process dimension, e.g. the students were to analyze and evaluate information and make choices, standpoints, and less emphasis on procedural knowledge. The content theme in the integrated situations in both teachers’ projects were mainly environmental and energy issues.

National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-49332 (URN)
Available from: 2011-11-08 Created: 2011-11-08 Last updated: 2018-06-08Bibliographically approved
Persson, H., Ekborg, M. & Ottander, C.En studie om lärares intentioner med och genomförande av ämnesintegrerad naturvetenskaplig undervisning i skolår 9.
Open this publication in new window or tab >>En studie om lärares intentioner med och genomförande av ämnesintegrerad naturvetenskaplig undervisning i skolår 9
(Swedish)Manuscript (preprint) (Other academic)
Abstract [en]

In this paper we report a study about two teachers’ intentions with integrated science in lower secondary school and how these intentions turn out in their classrooms. The study is based on intentional analysis of interviews and classrooms observations. The teachers’ intentions are a result of internal and external factors. Internal factors for organizing teaching as integrated science were to let the students get a holistic understanding of the science content, to be able to apply knowledge and to see the relevance in their daily lives. External factors were school organization and syllabuses.  In practice the teachers clearly connected to the students’ daily life while the holistic approach did not seem to be as important. In classroom reality the external factors became important and made the teachers change their actions.

National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-49331 (URN)
Available from: 2011-11-08 Created: 2011-11-08 Last updated: 2018-06-08Bibliographically approved
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