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  • 1.
    Almarlind, Pia
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Department of science and mathematics education.
    Knekta, 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.
    The role of science education: A content analysis of Swedish steering documents2019Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Education has an important role in preparing students personally, socially and intellectually, for future challenges as citizens. But what is the role of science education in preparing students for the future? During the last decades, conflicting ideas about the balance between developing science knowledge needed as citizens and knowledge for future studies in science and technology (Fensham 1988; Roberts, 2007), have led to several revisions of the science curriculum in many countries. The aim of this exploratory study is to illustrate and problematize how the functions and purposes of education are expressed in the curricula and in the different science syllabuses in compulsory and upper secondary school. First, a content analysis of the syllabuses was done with respect to functions of education, i.e., qualification, socialization and subjectification (Biesta, 2009), and with respect to curriculum emphases targeting different aims of science education (Roberts, 2007; Roberts & Östman, 1998; Östman, 1995). Each sentence in the documents were assigned categories in respective framework. This enabled a quantitative comparison of functions and purposes expressed in different documents and different parts of the documents (e.g. aims, core content, and knowledge requirements). Second, a qualitative analysis of each sentence and clusters of sentences in respective category was done. Preliminary results show that different science subjects, at the different school levels, have different accentuations of functions and purposes. Furthermore, the sentences regarding knowledge requirements for school levels 7-9 are more difficult to categorize than other parts in the syllabus. Most text concerning socialization and subjectification, i.e., how to develop as an independent citizen able to make decisions is presented in the curriculum and is scarce/rare in the syllabus. We are looking forward discussing the different aims of science education from the results of this study.

     

     

  • 2.
    Almarlind, Pia
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Knekta, 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.
    The role of science education in preparing students for future challenges: guidance provided by Swedish science syllabuses and national tests2021Konferensbidrag (Refereegranskat)
    Abstract [en]

    Education plays an important role in preparing students with the knowledge and skills that will help them deal with science-related issues. Both national and international studies have analysed the purposes of science education, showing that there are various messages in terms of visions and curriculum emphases.This study aims to elucidate the guidance the Swedish science syllabuses and the year 2017 national science tests in lower secondary school give teachers to choose focus of content, context and teaching methods. By analysing sentences in the syllabuses and items and assessment guidelines in the tests through the lens of Biesta’s functions of education and Roberts curriculum emphases, a detailed picture of what guidance the syllabuses and the tests give is presented. The study shows that, according to the syllabuses and the tests, the overall function of science education is to provide students with knowledge and skills, while sentences emphasising certain norms or independent critical thinking are uncommon. Further, differences were found in the extent to which the different specific aims of science education (operationalised as curriculum emphases) are stressed. The study discusses similarities and differences in syllabuses, between subjects and in relation to the items and the assessment guidelines in the tests. 

  • 3.
    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 school2018Konferensbidrag (Övrigt vetenskapligt)
    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.

  • 4.
    Areljung, Sofie
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    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
    Sundberg, Bodil
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. School of Science and Technology, Örebro University, Örebro, Sweden.
    Why and how teachers make use of drawing activities in early childhood science education2021Ingår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 43, nr 13, s. 2127-2147Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Researchers have provided many arguments for why drawing may contribute to science learning. However, little is known about how teachers in early childhood education (ECE) make use of drawing for science learning purposes. This article examines how teachers’ views and framing of drawing activities influence the science learning opportunities afforded to children in the activities. We use activity theory to analyse teacher interviews and observation data from ten science classrooms (children aged 3–8 years) where drawing activities occurred. The interviews reveal that few of the teachers relate drawing to science learning specifically. Rather, they portray drawing as a component of variation in teaching and learning in general. Looking at what happens in the classrooms, we conclude that drawing has a relatively weak position as means of communicating and learning science. Instead, the teaching emphasis is on writing or on ‘making a product’. However, there are examples where teachers explicitly use drawing for science learning purposes. These teachers are the same few who, in interviews, relate drawing to science learning specifically. Based on these findings, we encourage school teachers, teacher educators, and researchers to identify, and overcome,obstacles to realising the pedagogical potentials of drawing in ECE science classrooms.

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  • 5.
    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 practice2017Ingår i: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 47, nr 6, s. 1173-1192Artikel i tidskrift (Refereegranskat)
    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.

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  • 6.
    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 Practice2014Konferensbidrag (Refereegranskat)
  • 7. 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 IBSE2013Ingår i: Science education Research for evidence-based Teaching and Coherence in Learning / [ed] D. Couso & L. Louca, ESERA , 2013Konferensbidrag (Refereegranskat)
    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.

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  • 8.
    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 lärarperspektiv2019Ingår 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. 49-70Konferensbidrag (Refereegranskat)
    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.

  • 9.
    Caiman, Cecilia
    et al.
    Department of Mathematics and Science Education, Stockholm University, Sweden.
    Hedefalk, Maria
    Department of Education, Uppsala University, Sweden.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Pre-school teaching for creative processes in education for sustainable development – invisible animal traces, purple hands, and an elk container2022Ingår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 28, nr 3, s. 457-475Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Living in the anthropocene requires addressing several challenges. New forms of teaching where experiences of problem solving, creativity and innovation strategies are needed and considered important. This Swedish study contributes with knowledge on pre-school children’s creativity processes when working on an authentic, child-initiated sustainability problem about consumption. Teachers’ careful listening was important when forming the teaching context for the sustainability problem. A pragmatic perspective on learning and meaning-making is used to identify the significant features of the different phases in the creativity processes. The empirical results show: the importance of affording a creative context with uncoded material for children to transact with; previous experiences have a prominent role when imagining and reaching beyond the ordinary; the importance of teachers’ positive aesthetic judgments for sustaining the creative process. In alignment with the idea of learning as participation, the children broadened the consumption topic to contribute with creative outcomes for animals’ welfare.

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  • 10.
    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 (Övrigt vetenskapligt)
    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.

  • 11.
    Due, Karin
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Skoog, Marianne
    School of Humanities, Education, and Social Sciences, Örebro University, Örebro, Sweden.
    Areljung, Sofie
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Sundberg, Bodil
    School of Science and Technology, Örebro University, Örebro, Sweden.
    Teachers’ conceptualisations of science teaching–obstacles and opportunities for pedagogical continuity across early childhood school forms2023Ingår i: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463, Vol. 31, nr 3, s. 790-805Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

    This study aims to contribute knowledge about obstacles and opportunities for pedagogical continuity in science across early childhood education. We use activity theory to analyse individual interviews and group meetings with teachers from preschool (age 1–5), preschool class (age 6) and grade 1–3 (age 7–9) in three Swedish school units. The teachers’ descriptions of their science teaching indicate both obstacles and opportunities for pedagogical continuity. For example, all teachers want to establish an interest in, and foster a caring attitude to nature, a similarity that facilitates continuity. However, some crucial differences indicate obstacles. There is a shift concerning ownership; from following children’s initiatives in preschool in bodily and play based experiences towards an emphasis on pre-planned content, verbal knowledge and written documentation in grade 1–3. Our findings also suggest that teachers lack knowledge about each other's teaching and curricula. Hence, the conditions for pedagogical continuity largely rest upon what children share in the science class. We argue that there is need for an in-depth exchange of experiences, regarding content, teaching methods and frame factors, between teachers from different school forms.

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  • 12.
    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 science2018Ingår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, nr 4, s. 411-426Artikel i tidskrift (Refereegranskat)
    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.

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  • 13. 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 (Övrigt vetenskapligt)
  • 14.
    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 warming2010Konferensbidrag (Refereegranskat)
    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.

  • 15.
    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’ experience2010Ingår i: Paper for Proceedings of XIV IOSTE Symposium, Bled Slovenia, 13-18 June 2010, 2010Konferensbidrag (Refereegranskat)
    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

  • 16.
    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 Sweden2010Ingår 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. 253-262Konferensbidrag (Refereegranskat)
    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.

  • 17.
    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 study2013Ingår i: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 43, nr 2, s. 599-617Artikel i tidskrift (Refereegranskat)
    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.

  • 18.
    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 (Övrigt vetenskapligt)
  • 19.
    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 demarcations2016Ingår i: / [ed] Tali Tal; Anat Yarden, 2016, Vol. 1, s. 155-162Konferensbidrag (Refereegranskat)
  • 20. 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°C1991Ingår i: Physiologia Plantarum, ISSN 0031-9317, E-ISSN 1399-3054, Vol. 81, nr 2, s. 203-210Artikel i tidskrift (Refereegranskat)
    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.

  • 21.
    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?2007Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
  • 22.
    Hedefalk, Maria
    et al.
    Uppsala universitet, Uppsala, Sverige.
    Caiman, Cecilia
    Stockholms universitet, Stockholm, Sverige.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Deliberation och kritik i förskolans undervisning för hållbar utveckling: ”så att det bli snällt där i världen”2022Ingår i: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 10, nr 2, s. 88-108Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Artikeln visar på hur undervisning i form av drama kan ge barn möjligheter att delibereraoch utveckla kritiska resonemang kring hållbarhetsfrågor. Syftet är tvådelat, att iden-tifiera konfliktområden som konstitueras, samt att bidra med didaktiska komponentersom är betydelsefulla för att stödja sådan undervisning. Vi har utifrån en pragmatiskansats identifierat följande konfliktområden i samtalsprocessen: behovsanpassad för-delning, resursvis fördelning, fördelning utifrån merit och att dela lika. Utifrån dessa harvi extraherat didaktiska komponenter som ger möjlighet till deliberativa och kritiskasamtal: att leva sig in i en annans perspektiv, inkludera faktakunskaper, uttrycka och lyssnatill olika lösningar och att ställa olika lösningsförslag mot varandra, möjligheten att ändrasin ståndpunkt och slutligen att temporärt kunna ta ställning. I en osäker och föränderligvärld förmodas prövande och att föreställa sig det som ännu inte finns vara betydelse-fullt i utbildningen.

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  • 23.
    Hedefalk, Maria
    et al.
    Department of Education, Uppsala University, Uppsala, Sweden.
    Caiman, Cecilia
    Department of Mathematics and Science Education, Stockholm University, Stockholm, Sweden.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Almqvist, Jonas
    Department of Education, Uppsala University, Uppsala, Sweden.
    Didactical dilemmas when planning teaching for sustainable development in preschool2021Ingår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 27, nr 1, s. 37-49Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article we analyze preschool teacher students' conversations on planning teaching for sustainable development; a project. Previous research shows that teaching situations often involve strategies of achieving behavioral change; i.e. teaching "the right way" to handle garbage, and less activities allowing children to value and critically discuss sustainability issues. We take a pragmatic theoretical perspective to identify discourses on didactic choices created by teacher students during seminars. Texts in the form of transcripts of audio recordings from three seminars were analyzed, with the purpose of determining what didactical dilemmas were created in the students' discussions and in their reasoning about how to solve them. The results show a didactic dilemma common among the five groups of students. A tension between content as given, based on the curriculum, and content as created, based on children's experiences and ideas. Furthermore, the teacher students verbalized a third way of handling content, involving oscillating between given and created content. This oscillation allowed them to avoid normative teaching and instead achieve pluralistic teaching. Pluralistic teaching does not exclude predefined content such as facts, but it also includes other knowledge sources as well as allowing children to form their own opinions about sustainability issues.

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  • 24.
    Hellgren, Jenny
    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.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    I don't want to make them activists - but help them become responsible citizens2019Konferensbidrag (Refereegranskat)
    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.

  • 25.
    Hellgren, Jenny
    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.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Teachers’ views of development of student action competence after a TPD on Socio-Scientific Inquiry-Based Learning (SSIBL)2018Konferensbidrag (Refereegranskat)
    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. 

  • 26.
    Hellgren, Jenny
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Varg, Lina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Forsgren, Helen
    Örnsköldsviks Gymnasium, Örnsköldsvik, Sverige.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Skogsanvändning och skogsbevarande som undervisningstema för elevers intresse för naturvetenskap och engagemang i samhällsfrågor2023Konferensbidrag (Refereegranskat)
    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. 

     

  • 27.
    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 Science2008Ingår i: Annual conference of National Association of Research in Science Teaching (NARST): Impact of Science Education Research on Public Policy, 2008Konferensbidrag (Refereegranskat)
    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.

  • 28.
    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 interaction2010Ingår i: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 40, nr 4, s. 505-523Artikel i tidskrift (Refereegranskat)
    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.

  • 29.
    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 perspektiv2010Ingår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 6, nr 1, s. 80-91Artikel i tidskrift (Refereegranskat)
    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.

  • 30.
    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 intresse2006Ingår i: NorDiNa: Nordisk Didaktikk i Naturfag / Naturorienterende ämnen, nr 5, s. 54-66Artikel i tidskrift (Refereegranskat)
  • 31. 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 approach2015Ingår i: Nuovo cimento della societa italiana de fisica. C, Geophysics and space physics, ISSN 1124-1896, E-ISSN 1826-9885, Vol. 3, artikel-id 99Artikel i tidskrift (Refereegranskat)
    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.

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  • 32.
    Knekta, Eva
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Almarlind, Pia
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    The purpose of science education: Guidance provided by Swedish Science Syllabuses2022Ingår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 18, nr 1, s. 39-62Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study used a quantitative deductive approach based on Biesta’s functions of education and Roberts’ curriculum emphases to analyse the purposes that are stressed in the Swedish science syllabuses in lower and upper secondary school. The study shows that the syllabuses advocate multiple purposes both with respect to functions of education and curriculum emphases. Most sentences stressed the function of qualification, indicating that the overall purpose of science education is to provide students with knowledge and skills, while transmitting certain norms or creating independent critical thinking skills is less prioritised. The extent to which the different curriculum emphases were stressed differed both between different science syllabuses and between different parts of the syllabuses. Possible consequences of these differences are discussed in relation to teachers’ design of teaching and students’ possibilities to develop knowledge and skills necessary for active participation in science-related issues as citizens.

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  • 33.
    Knekta, Eva
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ledman, Kristina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Kärnebro, Katarina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lindmark, Torbjörn
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ett aktivt engagemang i samhället: Yrkeselevers perspektiv på medborgarbildning2023Ingår i: Undervisning idag och för framtiden: medborgarbildning på gymnasieskolans yrkesprogram / [ed] Kristina Ledman & Christina Ottander, Umeå: Umeå universitet , 2023, s. 13-24Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 34. 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 pine1996Ingår i: Planta, ISSN 0032-0935, E-ISSN 1432-2048, Vol. 200, nr 3, s. 296-305Artikel i tidskrift (Refereegranskat)
    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.

  • 35.
    Kärnebro, Katarina
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ledman, Kristina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lindmark, Torbjörn
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Knekta, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Medborgarbildningens förutsättningar ur olika perspektiv2023Ingår i: Undervisning idag och för framtiden: Medborgarbildning på gymnasieskolans yrkesprogram / [ed] Kristina Ledman & Christina Ottander, Umeå: Umeå universitet , 2023, s. 53-61Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 36.
    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.1991Ingår i: Plant Physiology, ISSN 0032-0889, E-ISSN 1532-2548, Vol. 97, nr 2, s. 804-810Artikel i tidskrift (Refereegranskat)
    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.

  • 37.
    Ledman, Kristina
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Knekta, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Kärnebro, Katarina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lindmark, Torbjörn
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ottander, Katarina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Att arbeta tillsammans i ett ULF-projekt2023Ingår i: Undervisning idag och för framtiden: medborgarbildning på gymnasieskolans yrkesprogram, Umeå: Umeå universitet , 2023, s. 63-65Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 38.
    Ledman, Kristina
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ottander, ChristinaUmeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Undervisning idag och för framtiden: medborgarbildning på gymnasieskolans yrkesprogram2023Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
    Ladda ner fulltext (pdf)
    fulltext
  • 39.
    Levinson, Ralph
    et al.
    University College London, Institute of Education, London,UK.
    The PARRISE Consortium,
    Ottander, Katarina (Medarbetare/bidragsgivare)
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Örnsköldsvik Upper Secondary School.
    Socio-scientific inquiry-based learning: taking off from STEPWISE2017Ingår i: Science and technology education promoting wellbeing for individuals, societies and environments / [ed] Larry Bencze, Cham: Springer, 2017, s. 477-502Kapitel i bok, del av antologi (Refereegranskat)
    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.

  • 40.
    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?2011Ingår i: Resultatdialog 2011, Stockholm: Vetenskapsrådet , 2011, s. 93-98Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 41.
    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?2009Ingår i: ESERA : European Science Education Research Association: 2009 conference: 31 August - 4 September 2009Ankara : Gazi University, 2009, s. 427-Konferensbidrag (Refereegranskat)
    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.

  • 42.
    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 Philadelphia2010Konferensbidrag (Refereegranskat)
  • 43.
    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?2011Ingår i: US-China Education Review B, ISSN 2161-6248, Vol. 1, nr 3, s. 342-347Artikel i tidskrift (Refereegranskat)
    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). 

  • 44.
    Lodén, Anna
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Lönngren, Johanna
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Digital science competence: secondary school students’ reasoning about filterbubbles and search engines2022Ingår i: Eridob22: 13th Conference of European Researchers in Didactics of Biology, University of Cyprus, Nicosia, Cyprus, August 29-September 2, 2022, University of Cyprus , 2022, s. 67-67Konferensbidrag (Refereegranskat)
    Abstract [en]

    Secondary schools need to develop students’ digital competence. In Sweden this requirement is included in governing documents for school subjects such as civic and history. However, the governing documents for science education in Sweden lack these requirements. This study aims to explore students’ reasoning about digital information retrieval in biology education. The research question is: How do secondary school students’ reason about filter bubbles and their use of search engines when searching for scientific knowledge online? The study employs mixed methods, including (1) a questionnaire with open-ended and multiple-choice questions, (2) written reflections (3) focus group discussions. Altogether 68 students participated in the data collection. The data collection methods were informed by Ribble's framework for digital citizenship  and guided the abductive thematic data analysis. Theme 1: search results and science concepts. Students’ responses indicate a belief that search results are primarily influenced by the keywords used and the search history. Students argued that more serious, credible, and precise search results can be obtained if one uses correctly spelled keywords, appropriate science concepts and synonyms. Theme 2: filter bubbles and information overload. Students demonstrated a low level of awareness about how filter bubbles can influence search results and what consequences this may have for social life; rather than problematizing filter bubbles. These preliminary results indicate that the participating students demonstrate insufficient digital competence and under-developed online search practices when searching for biology-related knowledge online. More research is needed on how science teachers can help students develop the skills and attitudes they need to engage critically and constructively with the ever-increasing amount of science-related information online.       

  • 45.
    Lodén, Anna
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Lönngren, Johanna
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Mastering online searches: how students find science information2023Konferensbidrag (Refereegranskat)
  • 46.
    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 practice2017Ingår i: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 17, nr 2, s. 108-121Artikel i tidskrift (Refereegranskat)
    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.

  • 47.
    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 traditions2013Ingår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 9, nr 2, s. 187-205Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    Manni NorDiNa
  • 48.
    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 ESE2017Ingår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 23, nr 4, s. 451-464Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    fulltext
  • 49.
    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 development2013Ingår i: International Electronic Journal of Environmental Education, ISSN 2146-0329, Vol. 3, nr 1, s. 17-35Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    Mapping What Young Students Understand and Value Regarding Sustainable Development
  • 50.
    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 development2011Konferensbidrag (Refereegranskat)
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