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  • 1. Belova, Nadja
    et al.
    Dittmar, Johanna
    Hansson, Lena
    Hofstein, Avi
    Nielsen, Jan Alexis
    Sjöström, Jesper
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Eilks, Ingo
    Cross-curricular goals and raising the relevance of science education2017In: Cognitive and Affective Aspects in Science Education Research - selected papers from the ESERA 2015 conference / [ed] Kaisa Hahl, Kalle Juuti, Jarkko Lampiselkä, Jari Lavonen, Anna Uitto, Springer, 2017, p. 297-307Chapter in book (Other academic)
    Abstract [en]

    ‘Relevance’ is one of the most commonly used terms when it comes to reforms in science education. The term is used in manifold ways. It can be understood – among other things – as meeting an interest, fulfilling needs or contributing to intellectual development. Many components of relevant science education go beyond single contents and concepts; many challenges are tied to cross-curricular goals. Specifically, when it comes to the societal and vocational relevance of science education, many demands can only be met when we develop corresponding skills across disciplines and grade levels. This chapter focuses on a set of such cross-curricular goals from a chemistry education perspective, namely, education for sustainability, critical media literacy, innovation competence, vocational orientation and employability. It relates them to the idea of relevant chemistry and science education. Directions for research and curriculum development will be suggested that emerge from taking into account cross-curricular goals on the science curriculum more thoroughly.

  • 2. Bossér, Ulrika
    et al.
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Samhällsfrågor i nv-klassrummen: från enkel kontextualisering till fokus på handlingskompetens för global miljörättvisa2020In: Atena Didaktik, ISSN 2003-3486, Vol. 2, no 1Article in journal (Other academic)
    Abstract [sv]

    Under flera decennier har forskare inom naturvetenskapernas didaktik undersökt hur aktuella samhällsfrågor kan få betydelse i naturvetenskapsundervisningen. Flera olika inriktningar har vuxit fram, där undervisningens syfte och genomförande skiljer sig åt. Det handlar om allt från att samhällsfrågorna endast bidrar med ett sammanhang, där elever relativt förenklat tillämpar naturvetenskapliga kunskaper, till att undervisningen syftar till att lägga en grund för global handlingskompetens. I den här artikeln beskriver vi några olika inriktningar med exempel på hur de kan omsättas i undervisningspraktiken. Därmed vill vi synliggöra överväganden man som lärare kan behöva göra när man vill använda samhällsfrågor i sin nv-undervisning.

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  • 3. Christensson, Camilla
    et al.
    Sjöström, Jesper
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Chemistry in context: analysis of thematic chemistry videos available online2014In: Chemistry Education Research and Practice, E-ISSN 1756-1108, Vol. 15, no 1, p. 59-69Article in journal (Refereed)
    Abstract [en]

    United Nations declared 2011 to be the International Year of Chemistry. The Swedish Chemical Society chose twelve themes, one for each month, to highlight the connection of chemistry with everyday life. Examples of themes were fashion, climate change, love, sports, communication, health issues, and food. From the themes various context-based educational materials were produced. One such educational resource, connecting to students' interests, was the Chemistry Calendar. It mainly contains short videos available on YouTube (also in English). The target group for the videos was secondary school. The videos have been analysed using a research-based analysis model consisting of four fields (pure chemistry; applied chemistry; socio-chemistry; nature of chemistry). The video analysis focuses on content and discourses. For example the images of chemistry and the chemist were examined. The analysis shows that the videos have a number of clear messages that are in line with “chemical literacy”, such as chemistry is all around you, chemistry researchers look different, chemical experiments can be of very different nature, chemistry is important for society, and chemistry has historically had some downsides. The Chemistry Calendar videos are unique and could be very useful in context-based chemistry education. However, their weakness regarding critical and reflective aspects must be compensated for in chemistry teaching, for example by highlighting “excluded environmental aspects” and by placing the videos in the contexts of critical citizenship and global sustainability.

  • 4. Christensson, Camilla
    et al.
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Läkemedel i undervisningen2018Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Syftet med denna text är att presentera några exempel på och idéer kring hur man kan utforma undervisning kring läkemedel.

  • 5.
    Clucas, Paul
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Traces of Bildung in Upper Secondary Science Education: A Critical Investigation of Chemistry Teachers' Orientation Towards Promoting Bildung in Chemistry Education2024In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901Article in journal (Refereed)
    Abstract [en]

    There is a need of a component in science education that can orient students to the complexity characterising the natural sciences position in relation to a globalised risk society and the Anthropocene. Recently, the implications of the German philosophical and educational construct Bildung have been discussed in this regard. In this paper, we investigate in what aspect an orientation towards promoting Bildung manifests in Swedish upper secondary school chemistry teachers' visions and views for their teaching. In view of the reported impact of neoliberal policy in narrowing the scope of education, with such narrowing possibly excluding dimensions of philosophical-ethical reflection in science teaching, we also investigate in what aspect economic goals associated with neoliberalism might hinder a Bildung orientation in the vision and views of the five chemistry teachers that were interviewed. Results revealed "Bildung-related elements" to be present in the chemistry teaching visions of all the teachers, however without strong Bildung orientation. Significantly, four of the five teachers reported contextual factors consistent with the impact of neoliberal policy in education as marginalising their work to realise Bildung-related elements. In addition, factors outside of teachers' awareness were also found to marginalise Bildung. Common for all five teachers were neoliberal values at the level of teachers' implicit beliefs, with our analysis pointing to the possibility that teachers view Bildung-related elements in their chemistry teaching as commodifiable entities. We argue that these implicit beliefs disempower the teachers in relation to a teaching praxis that seeks to guide students towards their own Bildung.

  • 6. Colucci-Gray, Laura
    et al.
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Lee, Hyunju
    Bencze, Larry
    Levinson, Ralph
    Alsop, Steve
    Gray, Donald
    Østergaard, Edvin
    Fooladi, Erik
    Areljung, Sofie
    Hetherington, Lindsay
    Science and Technology Education in response to global, socio-environmental challenges2018Conference paper (Other academic)
    Abstract [en]

    We are standing at a crucial point in Western, techno-scientific culture. Faced with profound changes affecting the Earth systems at a global scale, current narratives of technological innovation seek to assuage the urgency of the problems through new and creative solutions. Yet, as Hannah Arendt envisaged already half a century ago,“for the first time in history all peoples on earth have a common present”, even if “this common present is not based on a common past and does not in the least guarantee a common future” (1968, p. 83). More than coincidentally, this growing awareness has brought to the fore the need for new narratives of development, to ensure equity and a diversity of views and modes of living on our shared Planet. A common response in science education has emphasised the progressive enculturation into the subculture of science, weeding out cultural beliefs and misconceptions as well as risk and uncertainty to favour the acquisition of consolidated scientific knowledge. Conversely, an eco-reflexive and ecotransformative education, which draws upon a variety of theoretical contributions and practical approaches, is proposed. This round-table in three parts seeks to explore the potential of such a view within the field of Science and Technology Education. Part A focuses on different models of teaching and education, which take into consideration the global, socio-environmental challenges. Part B addresses the ontological shift from being spectators to active participants in the global environment; taking the lead from Colucci-Gray and Camino (2016), discussion will focus on what methodologies characterise this mode of learning. Part C addresses – based on Sjöström & Eilks (2018) and with further elaboration – a relational and critical Vision III of ST literacy and education. How can it be understood, which are its implications for teaching and ‘knowing-beingdoing’ and for the whole educational system?

  • 7. Eilks, Ingo
    et al.
    Sjöström, Jesper
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Hofstein, Avi
    Relevant chemistry education for sustainability2017In: Daruna, ISSN 2312-6051, Vol. 44, p. 18-29Article in journal (Other academic)
    Abstract [en]

    This chapter elaborates on three commonly suggested concepts used in the rhetoric for educational reform in science education. One suggestion is to raise the relevance of science education. Up until now, the word 'relevance' in the science education literature has often been used with high degrees of uncertainty and ambiguity. Thus as the first concept, this paper presents a model for a comprehensive understanding of the meaning and dimensions of relevance in science education. Secondly, we will revisit the concept of the two visions of scientific literacy and suggest that there is a further, third vision needed for relevant chemistry education. A third input is the adoption of the philosophy of Education for Sustainable Development into science education. Some very recent ideas will also be presented for this area. The chapter elaborates on the connections of the three concepts when it comes to providing guidance for chemistry curriculum reform. Two illustrative cases from Germany and Israel will show how chemistry teaching can come up with the elaborated stages of all the three concepts to make chemistry learning relevant education for sustainability.

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  • 8. Eilks, Ingo
    et al.
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Mahaffy, Peter
    Science and technology education for society and sustainability2019In: Science Education: Visions of the Future / [ed] Ben Akpan, Abuja, Nigeria: Next Generation Education , 2019, p. 321-333Chapter in book (Other academic)
    Abstract [en]

    An educational vision for science education is outlined, based on increased understanding of the interlinks of science with society in the 21st Century. We suggest that sustainability considerations must feature much more prominently in that vision for science education, if we are to check the rapid decline in biodiversity and maintain a safe living space on Earth for humankind and other creatures. That vision assumes nothing less than a transformation of our understanding of science education to better incorporate education for sustainability and to better equip students to participate in society to contribute to socio-ecojustice. We explore what steps could be taken now to realize that vision in fifty year’s time.

  • 9. Eilks, Ingo
    et al.
    Sjöström, Jesper
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Zuin, Vânia
    The responsibility of Chemists for a better world: challenges and potentialities beyond the lab2017In: Revista Brasileira de Ensino de Química, ISSN 1809-6158, Vol. 12, no 1, p. 97-105Article in journal (Other academic)
    Abstract [en]

    There is no doubt that chemistry is in the heart of the economy of every developed or emerging country. Chemistry is necessary to make the world a better place in terms of prosperity and welfare. It is the ground for modern agriculture, pharmacy, and provides the basic materials for any other producing industries. However, not all developments in which chemistry was involved in the past were of benefit to the world in terms human health, raw materials consumption, and the environment. Green chemistry is suggested to provide a more responsible alternative of doing chemistry in research and industry – today and for the future. This article supports the view that the way towards more sustainability in this field needs a change in doing chemistry, but in the same time it argues that the responsibility of the chemists for sustainability goes much further. The stewardship of the chemists also covers responsibility to contribute to societal decisions and discourse about chemistry and, at the same time, to help developing a different, more balanced and contemporary view on chemistry in both society and chemistry education.

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  • 10. Eilks, Ingo
    et al.
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Zuin, Vânia G.
    Reflecting on models for science education for sustainable development based on different interpretations of scientific literacy and with reference to Bildung2018In: Environments: technoscience and its relation to sustainability, ethics, aesthetics, health and the human future / [ed] Vânia G. Zuin, Brazilian Humboldt Kolleg, EdUFSCar, São Carlos Federal University Press , 2018, p. 25-35Chapter in book (Other academic)
    Abstract [en]

    The year 2014 marked the end of the United Nations Decade of Education for Sustainable Development. All educational domains and levels, including science education, were asked contributing to education enabling younger generations to become responsible citizens and promote sustainable development in our world. This chapter gives insights into different models of implementing education for sustainability in the teaching of science and technology illustrated by various cases, which have been developed by the University of Bremen chemistry education group in the past. In this chapter, examples are reflected based on different interpretations of scientific literacy and with reference to the concept of Bildung.

  • 11.
    Einarsson, Anneli
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Jacobson, MarieMalmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).Sjöström, JesperMalmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).Widén, PärMalmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).Londos, MikaelMalmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).Liljefors Persson, BodilMalmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).Elmfeldt, JohanMalmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).Berkhuizen, CarinaMalmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Ämnesdidaktiska broar2016Conference proceedings (editor) (Refereed)
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  • 12.
    Hansson, Fredrik
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Liljefors Persson, Bodil
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Sjöström, Jesper
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Didaktisk bildning som alternativ till PCK2016Conference paper (Other academic)
    Abstract [sv]

    Vilka kunskaper är det som skapar själva lärarprofessionen? I högskoleförordningen (SFS 1993:100) benämns en del av det som ”kunskaper i didaktik och ämnesdidaktik inklusive metodik” och det spänner alltså från övergripande undervisningsperspektiv till den enskilda lärarens praktik. Vi är intresserade av hur ”det stora” (värdegrund, kunskaper om globala utmaningar, ”citizenship education”, didaktiska teorier etc., eller om man så vill didaktisk bildning) kommer till uttryck i ”det lilla”, alltså praxis. Vi använder begreppet didaktisk bildning som ett fylligare och mer mångbottnat alternativ till det anglosaxiska ”Pedagogical Content Knowledge” (PCK), som under senare år har gjort tydliga insteg i svensk ämnesdidaktisk forskning. PCK tar sin utgångspunkt i frågan vilka didaktiska kunskaper som den gode ämnesläraren behöver. Kansanen (2009) menar att PCK fokuserar på den didaktiska hur-frågan, medan den tyska didaktiktraditionen är inriktad på varför-frågan och dess följder för praxis. Med begreppet didaktisk bildning vill vi således anslå ett perspektiv som riktar blicken såväl inåt – mot det som sker i klassrummet – som utåt – mot exempelvis debatt, diskurser och traditioner som påverkar läraren. Den didaktiskt bildade läraren har en mångfacetterad förståelse för undervisningsämnet (inklusive goda kunskaper både i och om ämnet) och problematiserar dess selektiva traditioner. Hen har kunskap, bildning och handlingskompetens att självständigt fatta didaktiska beslut som gör att ”det stora” kommer till uttryck i ”det lilla”. Tillsammans representerar vi tre olika ämnesdidaktiska spår: språk- och litteraturdidaktik, SO-didaktik respektive NO-didaktik.

  • 13.
    Hasslöf, Helen
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Lundström, Mats
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Sjöström, Jesper
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Science and technological innovations as drivers for educational change: Teachers' perspectives of an inquiry-based project into the unknown2017Conference paper (Refereed)
    Abstract [en]

    This study started in connection to two similar parallel on-going Teacher Development Programs (TPDs) in Sweden, within the PARRISE-project (2014-2017). It is a project funded by EU, where 18 universities from eleven countries cooperate to explore and develop ways to address political and ethical questions in science education, with starting point from Responsible Research and Innovation (RRI), embracing the SSIBL framework (cf. Levinson 2016). Preliminary results shows how teachers from the TPDs formulated mutual and competing aims concerning the role of science education regarding how to address the knowledge base of science in relation to new relatively uncertain areas. This is done in relation to innovation processes and their products as for example nanotechnology. Critical thinking and awareness of ignorance were formulated as important tools for a scientific literacy discourse of a more humbled view of knowledge production, connected to science research and innovation, and identifying conflicting interest from different actors.

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  • 14.
    Herranen, Jaana
    et al.
    Univ Helsinki, Dept Chem, Unit Chem Teacher Educ, Helsinki 00014, Finland..
    Yavuzkaya, Merve
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Embedding Chemistry Education into Environmental and Sustainability Education: Development of a Didaktik Model Based on an Eco-Reflexive Approach2021In: Sustainability, E-ISSN 2071-1050, Vol. 13, no 4, article id 1746Article in journal (Refereed)
    Abstract [en]

    The aim of this theoretical paper is to develop and present a didaktik model that embeds chemistry education into Environmental and Sustainability Education (ESE) using an eco-reflexive approach. A didaktik model is a tool to help educators make decisions and reflect on why, what, how, and/or when to teach. The model presented here is a revised version of the Jegstad and Sinnes model from 2015. It was systematically developed based on a critical analysis of the previous ESD (Education for Sustainable Development)-based model. This process is part of what is called didactic modeling. The revised model consists of the following six categories: (i) socio-philosophical framing; (ii) sustainable schooling and living; (iii) critical views on chemistry's distinctiveness and methodological character; (iv) powerful chemical content knowledge; (v) critical views of chemistry in society; and (vi) eco-reflexivity through environmental and sustainability education. As in the model by Jegstad and Sinnes, the eco-reflexive didaktik model seeks to support chemistry educators in their sustainability-oriented educational planning and analysis, but from a more critical perspective. Based on an eco-reflexive Bildung approach, one additional category-socio-philosophical framing-was added to the revised model. This is because the previous model does not take sufficient account of worldview perspectives, cultural values, and educational philosophy. The eco-reflexive didaktik model is illustrated with boxes, and it is suggested that all categories in these boxes should be considered in holistic and eco-reflexive chemistry education. The purpose of such education is to develop students' ChemoKnowings.

  • 15.
    Ideland, Malin
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Malmberg, Claes
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Nelson, Johan
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Nilsson, Karin
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Pettersson, Birgitta
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Rehn, Agneta
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Sjöström, Jesper
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Zeidler, Annette
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Naturvetenskap och yngre barn: om att forskningsanknyta utbildning för förskollärare och grundlärare2012Report (Other academic)
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  • 16.
    Li, Baoyu
    et al.
    Univ Bremen, Inst Sci Educ IDN, Dept Biol & Chem, Leobener Str NW2, D-28334 Bremen, Germany..
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Ding, Bangping
    Capital Normal Univ, Sch Educ, Beijing 10037, Peoples R China..
    Eilks, Ingo
    Univ Bremen, Inst Sci Educ IDN, Dept Biol & Chem, Leobener Str NW2, D-28334 Bremen, Germany..
    Education for Sustainability Meets Confucianism in Science Education2023In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 32, no 4, p. 879-908Article in journal (Refereed)
    Abstract [en]

    Confucianism provides a specific view on the world held by many people living in several Asian societies. It offers views on humans and nature that generally differ from other traditional or Western modern views. The paper presents a systematic analysis of the literature in education with a focus on science education about the connection of Confucianism with education for sustainability. It suggests a framework for how education for sustainability can be operated in the foreground of Confucian societies taking concepts from the international literature into consideration. This critical review provides justification for a stronger reflection about how to include ideas from Confucianism into education for sustainability in the teaching and learning of science. It suggests that Confucian thinking offers a rich and authentic context for science learning in Confucian societies and and also provides a chance to reflect on views of humans, nature, and science in science education in other societies, potentially contributing to the development of more balanced and holistic worldviews.

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  • 17. Lindahl, Mats
    et al.
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Medicin, hälsa och ohälsa i undervisningen2019Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Texten syftar till att ge några tillbakablickar och kommentarer baserade på modulens övriga delar. Vissa ämnesområden, som behandlats tidigare i modulen, skulle kunna användas som alternativ till kontroverserna kring vacciner och antibiotika.

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  • 18.
    Lunde, Torodd
    et al.
    Karlstads universitet .
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Didaktiska modeller som kärnan i ämnesdidaktik: forskning som eftersträvar en professionsvetenskap för lärare2021In: Atena Didaktik, ISSN 2003-3486, Vol. 3, no 1Article in journal (Other academic)
    Abstract [sv]

    Didaktiska modeller kan fungera som en resurs för att reflektera och kommunicera kring didaktiska frågeställningar som dyker upp i planering, genomförande och utvärdering av undervisning. De kan även tillhandahålla en begreppsapparat som kan synliggöra saker som man som lärare annars inte lika lätt skulle ha uppmärksammat. I forskarskolan NaNo har begreppet didaktiska modeller spelat en central roll. Den tillkom utifrån tanken att förena ämnesdidaktisk forskning med lärares kunnande till en vetenskap för lärare.

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  • 19.
    Lundström, Mats
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Hälsoval och kritisk hälsolitteracitet2019Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    I denna text diskuteras individuella hälsoval. Utgångspunkten är de två begreppen hälsa och ”hälsolitteracitet” (health literacy). Båda berör kunskaper, värderingar, förhållningssätt och handlingsberedskap kopplat till hälsofrågor. Syftet med texten är dels att presentera en vidgad syn på hälsobegreppet, dels att beskriva vad som menas med hälsolitteracitet. Olika perspektiv på hälsa diskuteras. Vilken utgångspunkt som väljs i olika sammanhang kommer att ha betydelse för behandlingar och olika hälsoval. Detta är något som påverkar skolans undervisning, som bland annat bör syfta till att utveckla elevernas ”kritiska hälsolitteracitet”. Liksom andra litteraciteter syftar begreppet till att beskriva en bred kunskap som inte bara innehåller fakta om hälsa utan även ger en handlingsberedskap för olika situationer i vardagslivet. Dessa situationer är ofta komplexa med motstridig information, där egen kunskap och erfarenhet ställs mot annan tillgänglig information eller rådgivning.

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  • 20.
    Lundström, Mats
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Sjöström, Jesper
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Hasslöf, Helen
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Responsible Research and Innovation in Science Education: The Solution or The Emperor’s New Clothes?2017In: Sisyphus : Journal of Education, ISSN 2182-9640, Vol. 5, no 3, p. 11-27Article in journal (Refereed)
    Abstract [en]

    The European Commission has for the past 10 years emphasised the importance of “Responsible research and innovation” (RRI). RRI is an approach that anticipates and assesses potential implications and societal expectations with regard to research and innovation, with the aim to foster the design of inclusive and sustainable research and innovation. Despite efforts to support RRI projects, however, little attention has been given to RRI in science education and science education research over this period. This article problematises the concept RRI and its relation to some of the key concepts in science education, comparing and discussing it in relation to scientific literacy, nature of science and socio-scientific issues. The meeting between scientists and students is emphasised as a key issue to address, if RRI is to be regarded as an important part of science education.

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  • 21.
    Marcelino, Leonardo
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    (Un)Sustainability and the Critical Role of Education2018Conference paper (Other academic)
    Abstract [en]

    Sustainability is considered to be simultaneously based on the economy, environment, and society, which interacts to promote social equity while being viable and bearable to promote a sustainable state. However, there have been critics to the possibility of achieving sustainability, either because the Social Sciences says the equity is not possible/bearable in a capitalist economy or due to entropic limits stated by the Natural Sciences, indicating that sustainability is not viable. Facing what seems to be unsustainability of the human existence on Earth, we can direct education to unveil the myth of our salvation by scientific and technological development. It requires a critical-reflexive position towards knowledge and practices. Examples will especially be taken from the area of Green and Sustainable Chemistry (Education).

  • 22.
    Marcelino, Leonardo
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Marques, Carlos Alberto
    Socio-problematization of green chemistry: enriching systems thinking and social sustainability by education2019In: Sustainability, E-ISSN 2071-1050, Vol. 11, article id 7123Article, review/survey (Refereed)
    Abstract [en]

    The current research on systems thinking criticizes the additive nature of green chemistry (GC) not being supportive of systems thinking to achieve holism in its practices. This paper argues that systems thinking should comprise of the social issues, and, therefore, it studies renowned papers by GC pioneers and reviews on the field regarding how they address the social dimension of sustainability. It points out how GC has ignored social sustainability in its discourses, practices, and evaluations, leading to a reductionist interpretation of sustainability. Then, this paper presents some challenges to be overcome in order to achieve balanced sustainability. A systemic chemical thinking is advocated, considering chemistry in culture and chemistry as culture, expanding the chemistry rationality from ontological and technological dimensions into the epistemological and ethical ones. It is then discussed how chemistry education can help to promote sustainability in a broad and systemic way.

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  • 23.
    Nilsson, Karin
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Sjöström, Jesper
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Nelson, Johan
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Forskningsanknuten NO från förskola till lärarutbildning2012Conference paper (Other academic)
    Abstract [sv]

    Under läsåret 2011/12 har stora delar av det lärarlag som undervisar i naturvetenskap och lärande vid Malmö högskola deltagit i en forskningscirkel kring forskningsanknytning av förskollärar- och grundlärarutbildningarna. Vi har diskuterat vad forskningsanknytning kan innebära och också den senaste (främst svenska) forskningen kring barn och naturvetenskap. Vidare har cirkeldeltagarna (3 adjunkter och 5 lektorer) skrivit vars sitt kapitel i boken Naturvetenskap och yngre barn – om att forskningsanknyta utbildning för förskollärare och grundlärare (2012, Malin Ideland & Claes Malmberg, redaktörer; boken kommer att publiceras både on-line och i pappersform under hösten). Vi tre har bidragit med följande kapitel (i författarordning): * Naturvetenskap och miljö i förskolan * Barn och kemi – vad säger den kemididaktiska forskningen? * Hur kunskap växer fram inom naturvetenskapen Boken består alltså både av kapitel kring naturvetenskapens didaktik på vetenskaplig grund och kapitel kring hur forskningens kunskapsproduktion går till. Och vi tre har alltså fördjupat oss i förskoledidaktik, skolämnet kemi åren 1-6 respektive vetenskapsteori. Utifrån detta och också forskningscirkelns övriga arbete tänker vi oss ett rundabordssamtal kring forskningsanknuten NO från förskola till lärarutbildning: Vad menas med forskningsankytning? Och hur kan den stärkas i utbildningarna till förskollärare respektive grundlärare? Vi har tänkt oss att samtalstimmen ska börja med en ”brainstorming” kring vad deltagarna associerar med forskningsanknytning. Därefter kommer vi att göra mycket korta presentationer av dels bokens innehåll, dels innehållet i våra respektive kapitel. Efter det följer själva rundabordssamtalet på temat forskningsanknuten NO från förskola till lärarutbildning. Vårt syfte är att deltagarna efter samtalet tar med sig tankar och idéer om hur forskningsanknytning kan bli ett naturligt inslag i utbildning på alla nivåer.

  • 24.
    Nordén, Birgitta
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Förskollärarstudenters syn på lärande, bildning och didaktik2018Conference paper (Other academic)
    Abstract [sv]

    Lärande, bildning och didaktik är tre delvis överlappande begrepp som alla på olika sätt har med utbildning att göra. (1) Lärande innebär att se något på ett nytt sätt utifrån reflekterade upplevelser, vilka blir till uppfattningar (Marton & Booth, 1997). Fenomenografin tydliggör strukturer i lärprocessen, där levd erfarenhet och livsvärlden bidrar till förståelse i form av omvärldsuppfattning, vilken ger kunskap om världen så som vi upplever den (Kroksmark, 2007). Med ursprung i inlärnings- och gestaltpsykologi samt kritisk teori anknyter fenomenografin till fenomenologi (Theman, 1983; Kroksmark, 1987). (2) Begreppet bildning lånades in från tyskans Bildung i slutet på 1700-talet. En studie kring hur begreppet uppfattas i nutida svenskt språkbruk visar att det står för en mängd olika saker, såsom allmänbildning, kunskaper i humaniora, kulturell aktivitet, förmåga till perspektivskifte, förmåga att utveckla information till kunskap, kritiska förhållningssätt, demokratifostran och etiska förhållningssätt (Lindskog, 2007). Det speglar den rika bildningstradition som funnits i Sverige, med spänningar mellan elitism och jämlikhet, klassiska kunskaper och samhällsnytta, och den ofta konfliktfyllda relationen mellan uppfostran och kritiskt tänkande (Burman & Sundgren, 2010). (3) Didaktik kan i en nutida tolkning sägas vara lärarnas vetenskap (Hansén & Forsman, 2017; Ingerman & Wickman, 2015; Sjöström, 2018). Den syftar till att hjälpa lärarna att göra informerade didaktiska val i relation till undervisning av innehållet (Jakobson, Lundegård & Wickman, 2014). Begreppet kommer från det grekiska ordet för att undervisa, didaskein. Särskilt i Tyskland finns traditionellt en stark koppling mellan didaktik och bildning (t.ex. Sivesind & Luimes, 2017). Där dominerar innehållsfrågor, värderingar och lärarnas självständiga didaktiska val, medan färdigheter och målinriktning dominerar i USA (Kansanen, 2017). I denna studie undersöker vi hur lärarstudenter erfar lärande, bildning och didaktik. Ett fenomenografiskt angreppssätt används vid analys och beskrivning av förskollärarstudenters (n=36) tankar kring de tre begreppen. Uppfattningar inplaceras i kategorier. Preliminärt visar resultatet att de tre begreppen delvis är överlappande, samtidigt som vissa trender kan urskiljas: (1) Lärandebegreppet tycks vara det mest utvecklade av de tre. Flera av förskollärarstudenterna har ett processinriktat begrepp och jämför lärande med växande. Vidare är det flera som beskriver det i termer av undervisning. En skriver till och med uttryckligen: ”lärande = att förmedla kunskap”. (2) Bildningsbegreppet är generellt mer produktorienterat och står för mer komplex kunskap, ofta kopplad till värderingar. För någon verkar det dock vara ett begrepp som saknar mening. (3) Då det gäller didaktikbegreppet så är de flesta förskollärarstudenter inne på undervisning. Många nämner de didaktiska frågorna och flera att det har med syften att göra och med metoder och hjälpmedel.

  • 25. Rydberg, Christian
    et al.
    Ideland, Malin
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Sjöström, Jesper
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Transdisciplinär transeuropeisk transformering: ett didaktiskt modelleringsprojekt med fokus på ämnesövergripande arbete kring kontroversiella hållbarhetsfrågor inom ett internationellt utbyte2016Conference paper (Other academic)
    Abstract [sv]

    Denna studie undersöker ett didaktiskt modelleringsprojekt där fem europeiska högstadieskolor inom ett EU-finansierat Erasmus+-partnerskap skapar ämnesövergripande undervisningsarenor, dels lokalt i form av ämnesövergripande temadagar, dels inom ramen för internationella elevutbyten. Det övergripande syftet med skolpartnerskapet är en förändrad undervisning som utvecklar elevers förmågor att värdera information, diskutera, argumentera och fatta politiska beslut kring tekniska innovationers konsekvenser för individ, samhälle och miljö. Som medel för detta arbetar lärare och elever under en tvåårsperiod med olika kontroversiella hållbarhetsfrågor med naturvetenskapligt, tekniskt och samhällsvetenskapligt innehåll och med socio-politiska och etiska aspekter i olika tema. Ett belyser frågeställningar som rör användning av robotar och tekniker för att skapa syntetiskt liv i ett framtidsscenario placerat på en imaginär planet kallad ”PromethEUs”. Inom ramen för ett doktorandprojekt studeras och analyseras på vilka sätt denna didaktiska modell kan erbjuda lärarna redskap att utveckla och förändra sin undervisningspraktik. Hur tas elevuppgiften emot och hanteras av skolor med begränsad erfarenhet av denna typ av undervisning? Hur väljer de att använda och anpassa den i sin nationella kontext? Vilka ”motstånd” stöter de olika skolorna på i sin implementeringsprocess och hur hittar de lösningar på dessa? Hur kan dialog och reflektion i samband med internationella utbyten bidra till transformation av lärarnas referensramar och deras perspektiv på sin undervisning? Dessa frågor undersöks genom fokusgruppsintervjuer och deltagande observationer och analyseras preliminärt med hjälp av bland andra Engeström.

  • 26.
    Rydberg, Christian
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Olander, Clas
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    A didactic model to develop teachers’ practices and handling didactical dilemmas while teaching controversial socioscientific issues2018Conference paper (Other academic)
    Abstract [en]

    This presentation will focus one result of a study that followed groups of teachers within an Erasmus+-partnership. The teachers conducted an interdisciplinary teaching about complex and controversial issues, including socio-scientific issues. Five schools, with students aged 12-16 years, in five different countries (Croatia, Poland, Italy, Sweden and Turkey) were involved. Through focus groups and participant observation, the study explored potential tensions that emerged during the enactment of the interdisciplinary teaching. Results show a variety of emerging tensions that might cause didactical dilemmas. The tensions are anchored both at different level, both concerning different types of curriculum goals and related to politics and religion, as well as those at the classroom level and at levels in between. One purpose of the study was to contribute to pre- and in-service teacher training and this resulted in a basis for a discussion tool. This tool is a didactic model aimed to raise awareness about both possibilities and potential negative consequences with different positions in didactical dilemmas. By means of abductive analysis, the empirical results of the study formed a basis for a model with four quadrant matrixes. In these matrixes, different tentative positions in didactical dilemmas are illuminated by fictional teachers that express statements about their position.

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  • 27.
    Rydberg, Christian
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Olander, Clas
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Sjöström, Jesper
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Didactical dilemmas while teaching controversial socio-scientific issues: an international comparison2017In: Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education, Dublin City University , 2017, p. 1111-1122Conference paper (Refereed)
    Abstract [en]

    This study followed groups of teachers within an Erasmus+-partnership, in which the teachers conducted an intended reflexive and interdisciplinary teaching about complex and controversial issues, including socio-scientific issues. Five schools, with students aged 12-16 years, in five different countries (Croatia, Poland, Italy, Sweden and Turkey) were involved. The overall research design was inspired by research models where researchers and practitioners cooperate and share responsibility. Iterative systematic investigations have been done, when teachers with support of a teaching model created interdisciplinary arenas in their respective context. Through focus groups and participant observation, the study aims to explore potential tensions that emerge during the enactment of the interdisciplinary teaching. Preliminary results show a variety of emerging tensions that might cause didactical dilemmas. The tensions are anchored both at macro level, concerning different types of curriculum goals and related to politics and religion, as well as those at the classroom level and at levels in between.

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  • 28.
    Rydberg, Christian
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Sjöström, Jesper
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Olander, Clas
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Teacher dilemmas while working with controversial socioscientific issues2017In: Research, Practice and Collaboration in Science Education (Proceedings of ESERA 2017) / [ed] Odilla Finlayson; Eilish McLoughlin; Sibel Erduran; Peter Childs, 2017Conference paper (Refereed)
    Abstract [en]

    This study has followed groups of teachers within an Erasmus + partnership, in which the teachers have conducted a reflexive and interdisciplinary teaching about complex controversial issues (CCI), including socio-scientific issues (SSI) (students aged 12-16 years). The overall research design is inspired by models where researchers and practitioners cooperate and share responsibility and iterative systematic investigations have been done. With the support of a didactic model the teachers created interdisciplinary arenas in their respective context. Through focus groups and participant observation, the study aims to describe the appearance of various didactic dilemmas that teachers encountered in the dilemmatic space this form of teaching is framed in. Preliminary results show didactic dilemmas anchored both at macro level, concerning different types of curriculum goals and politics and religion, as well as didactical dilemmas at micro level and at levels in between. For example, about student controlled activities versus teacher controlled and about the teacher’s level of objectivity and neutrality. With an approach of comparative didactics, a special focus is put on exploring the essence of the Swedish teachers’ didactic dilemmas in the dilemmatic space, in order to highlight some aspects of the “taken for granted” in their teaching.

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  • 29.
    Sjöström, Jesper
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Allmän ämnesdidaktik: vad är det och varför behövs en sådan metanivå?2016Conference paper (Other academic)
    Abstract [sv]

    Kärnan i begreppet (ämnes)didaktik handlar om undervisning, studier och lärande i och om det aktuella ämnesområdet (Uljens, 2014). Det handlar om svaren på de didaktiska frågorna varför, vad och hur – både i teori och praktik. För många ämnesområden har ämnesdidaktiken under de senaste decennierna utvecklats från enbart erfarenhetsbaserad metodik till egna forskningsfält, som utöver teorier kring undervisning och lärande i de aktuella ämnesområdena exempelvis också problematiserar skolämnenas selektiva traditioner (Englund, 2007). Jag är intresserad av det som förenar olika ämnesområdes didaktik, alltså ”allmän ämnesdidaktik” (se t.ex. Kansanen, 2009). En sådan ämnesdidaktisk metanivå kan fungera som sammanlänkande kitt, eller ”bro” om man så vill, mellan olika ämnens didaktik. Jämförande studier av olika ämnesdidaktiker brukar kallas ”komparativ ämnesdidaktik” (Wickman, 2012). Som bas för min initiala definition av vad som kan menas med ”allmän ämnesdidaktik” kommer jag att göra och presentera en ämnesdidaktisk komparation. Jag frågar mig också: Hur förhåller sig allmän ämnesdidaktik till allmändidaktik, läroplansteori och pedagogik å ena sidan och till ämnesspecifik ämnesdidaktik å andra sidan? När och hur bör den allmänna ämnesdidaktiken behandlas i lärarutbildningarna och hur säkerställs rimlig forskningsförankring?

  • 30.
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Allt mer forskning om naturvetenskap i förskolan2018Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Under senare år har forskning om natur och naturvetenskap i förskolan vuxit nästan explosionsartat. Denna forskning riktar in sig på många olika områden som tillsammans täcker in frågor om varför, vad och hur naturvetenskap ska undervisas i förskolan. Forskningen har också gett en grund för flera nya läroböcker.

  • 31.
    Sjöström, Jesper
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Barn och kemi: vad säger den kemididaktiska forskningen?2012In: Naturvetenskap och yngre barn: om att forskningsanknyta utbildning för förskollärare och grundlärare; / [ed] Malin Ideland, Claes Malmberg, Malmö högskola, Lärande och Samhälle , 2012, p. 35-53Chapter in book (Other academic)
    Abstract [en]

    Huvuddelen av kapitlet belyser översiktligt några frågor där den didaktiska forskningen kan vara till hjälp: Vilka vardagsföreställningar har barn kring materieomvandlingar? Hur gamla bör barnen vara när ”molekyler” introduceras? Hur kan man resonera kring progression i kemiinnehållet från förskolan till gymnasieskolan? Vad framkommer vid kritisk granskning av kemiundervisning och kemiläromedel för barn? Vad krävs för att forskningsanknyta kemiundervisningen för barn?

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  • 32.
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Bildning som didaktisk ledstjärna2018In: Att bli lärare / [ed] Eva Insulander, Staffan Selander, Liber, 2018, p. 32-37Chapter in book (Other academic)
    Abstract [sv]

    Jag kommer i den här texten att fokusera på lärarens komplexa kunskapsuppdrag och föreslå bildning som ledstjärna. Didaktiken blir då bildningsorienterad. Jag kommer även att lyfta fram några perspektiv och frågor, som du som lärare kan använda dig av vid planering av och reflektion över bildningsorienterad undervisning.

  • 33.
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Bildning som didaktisk ledstjärna2023In: Att bli lärare / [ed] E. Insulander; S. Selander, Stockholm: Liber, 2023, 3, p. 27-32Chapter in book (Other academic)
    Abstract [sv]

    Kapitlet fokuserar på lärares komplexa kunskapsuppdrag och föreslår bildning som ledstjärna. Didaktiken blir då bildningsorienterad. Kapitlet lyfter fram några perspektiv och frågor, som man som lärare kan använda sig av vid planering av och reflektion över bildningsorienterad undervisning.

  • 34.
    Sjöström, Jesper
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Bildningsorienterad undervisning i och om naturvetenskap2015Conference paper (Other academic)
    Abstract [sv]

    Bildning är ett centralt, men komplext, pedagogiskt begrepp som lånades in från tyskans Bildung i slutet på 1700-talet. Det hade en central plats i svensk utbildningspolitisk debatt fram till några år efter andra världskriget, men förde därefter en undanskymd tillvaro fram till mitten på 1980-talet då det började återkomma (Liedman, 2001). I min forskning fokuserar jag på så kallad kritisk-reflexiv bildning (Sjöström, 2013; Sjöström & Talanquer, 2014; Sjöström & Eilks, på granskning). Denna har utvecklats efter andra världskriget av bland andra Wolfgang Klafki (2000) och Gert Biesta (2002; 2012) och i ett skandinaviskt sammanhang av Bernt Gustavsson (1996; 2014) och Peter Kemp (2005). Klafkis tänkande utgår från sådan bildning som fritänkande och ansvarstagande medborgare behöver i ett demokratiskt och hållbart samhälle. Hans ”didaktiska analys” bygger på ett antal frågor som syftar till att tydliggöra den aktuella ämneskunskapens relevans (i vår tid i relation till hållbarhetsfrågor) och hur läraren kan begripliggöra den för eleverna. Under presentationen kommer jag att presentera forskning kring vilka konsekvenser sådana synsätt får för undervisning i och om naturvetenskap, särskilt kemi (Elmose, 2007; Marks & Eilks, 2009; Paulsen, 2006; Sjøberg, 2010; Sjöström, 2013; Sjöström & Eilks, på granskning).

  • 35.
    Sjöström, Jesper
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Bildningsorienterad ämnesdidaktik2016Conference paper (Other academic)
    Abstract [sv]

    Bildning är ett centralt, men komplext, pedagogiskt begrepp som lånades in från tyskans Bildung i slutet på 1700-talet. Det hade en central plats i svensk utbildningspolitisk debatt fram till några år efter andra världskriget, men förde därefter en undanskymd tillvaro fram till mitten på 1980-talet då det började återkomma (Liedman, 2001). I min forskning fokuserar jag på så kallad kritisk-reflexiv bildning (Sjöström, 2013; Sjöström & Talanquer, 2014; Sjöström & Eilks, 2016). Denna har utvecklats efter andra världskriget av bland andra Wolfgang Klafki (2000) och Gert Biesta (2002; 2012) och i ett skandinaviskt sammanhang av bland andra Bernt Gustavsson (1996; 2009; 2014) och Peter Kemp (2005). Klafkis tänkande utgår från sådan bildning som fritänkande och ansvarstagande medborgare behöver i ett demokratiskt och hållbart samhälle. Hans ”didaktiska analys” bygger på ett antal frågor som syftar till att tydliggöra den aktuella ämneskunskapens relevans (i vår tid i relation till globala utmaningar och andra hållbarhetsfrågor) och hur läraren kan begripliggöra den för eleverna. Under rundabordssamtalet vill jag diskutera vilka konsekvenser sådana synsätt får för ämnesundervisning. Inriktningen kan kallas bildningsorienterad ämnesdidaktik (Westbury, Hopmann & Riquarts, 2000; Vásquez-Levy, 2002). Som utbildad gymnasielärare i kemi/naturkunskap och docent i naturvetenskapernas didaktik kan jag särskilt tillföra perspektiv kring undervisning i och om naturvetenskapsämnena.

  • 36.
    Sjöström, Jesper
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    "Bildung" as ideal in science research environments2007Conference paper (Other academic)
    Abstract [en]

    In our risk society and age of supercomplexity there is an urgent need for reflecting, freely thinking, and responsible-taking citizens, or with one term: Bildung. This term has many tensions, especially between knowledge processes and knowledge products. Ideals of Bildung emphasizing the former are called “formal”, and such emphasizing the latter “material”. This paper mainly discusses different ideals of Bildung. It is done by help from an empirically based “four-field-model”, with academic emphasis on one axis and socio-scientific orientation on the other. The model was developed after a series of in-depth interviews with PhD students about their views of research, science and the environment. Furthermore, the paper argues for Bildung-oriented scholarships of teaching and learning, aiming at civic Bildung.

  • 37.
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Bildung-oriented science education for citizenship and sustainability2018Conference paper (Other academic)
    Abstract [en]

    The presentation will be about a science education aiming at citizenship and sustainability. My point of departure is a version of “Bildung”, which emphasizes relations, contextual knowledge and philosophical values. Bildung is a multifaceted North European philosophical and educational tradition. After describing the meaning of Bildung and its historical roots, I will focus on a version called critical-reflexive Bildung (Sjöström, 2017). It was developed based on e.g. Wolfgang Klafki’s ideas of Bildung for emancipation and solidarity and a critical-constructive teaching of relevant subject knowledge (Sjöström et al., 2017). I will ask what a science education based on critical-reflexive Bildung could look like (Sjöström, Eilks & Zuin, 2016) and give some illustrating examples. For example I will refer to a Didaktik-model oriented towards science teaching based on a socio-critical and problem-oriented approach (Sjöström, Rauch & Eilks, 2015). Furthermore, I will discuss the implications of critical-reflexive Bildung on our views of scientific literacy. I will argue for a Vision III of scientific literacy and STEM education (Sjöström & Eilks, 2018). It is a critical orientation, which in addition to conceptual knowledge also emphasizes understanding of the nature of science (NOS) and the interplay between science-technology-society-environment (STSE), as well as engagement in socio-political actions. Science education based on critical-reflexive Bildung integrates cognitive and affective domains, includes complex socio-scientific issues (SSI), and has an ambition to make moral-philosophical-existential-political alternatives visible. Relations are emphasized as well as a collective responsibility for our common world.

  • 38.
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Bildung-oriented Subject Didactics for Sustainability2021Conference paper (Refereed)
    Abstract [en]

    Subject didactics has contact points to (1) other educational sciences such as pedagogy, pedagogical work, general didactics and education studies, (2) the school subject / subject area, and (3) practical teaching (Sjöström, 2018a). This model is only one of several different ways to understand subject didactics as a knowledge field (Cramer & Schreiber, 2018). Comparative studies of different areas of subject didactics are usually referred to as "comparative subject didactics" (e.g., Ligozat & Almqvist, 2018). I am interested in such studies as well as in what unites different subject didacts, i.e. what can be called "general subject didactics" (see e.g. Hopmann, 2007; Kansanen, 2009; Sjöström, 2018a). Wolfgang Klafki’s (2000/1958) five question areas about the subject matter and teaching are applicable on all subject areas. They deal with the structure and relevance of the content and implications for teaching and learning in and about the subject. Generally, I would argue that there are two main types of subject didactics, splitting all subject-specific didactic areas. The first type is empirical-analytical and is emphasizing the scientific side (in a quite narrow sense). The other type is humanistic-aesthetic and is – in addition to empirical-analytical aspects – also emphasizing philosophical-ethical and practical-aesthetic aspects of didactics. I would claim that Klafki’s Bildung-oriented didactics belongs to this second type. At the conference I will present a general model for humanistic subject didactics. It is helpful as a tool when reflecting about different aspects of subject didactics from humanistic perspectives for a specific subject area. The model consists of three reflection levels/areas as well as both socio-cultural-historical perspectives and worldview perspectives in a broad sense. An integrative worldview is especially interesting from a sustainability perspective (Hedlund-de Witt, 2014), and also an eco-reflexive approach (Sjöström, 2018b).

  • 39.
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Bildung-perspectives in curriculum subjects2019Conference paper (Other academic)
    Abstract [en]

    Bildung is the German and international term for an educational-philosophical key idea (e.g. Horlacher, 2016). In the German/Danish/Norweigan Didaktik-tradition the notion of Bildung is central. Especially Klafki (2000) has been central in consolidating this relationship. He identified two main orientations in the understanding of the concept of Bildung: material and formal Bildung, respectively. Furthermore, he also argued for a position mixing these two views and called it categorical Bildung. More recently, for example Kemp (2005) applied the thinking of Klafki on ideas about our latemodern society. Furthermore, he discussed views of the “world citizen”. In teaching practice Didaktik-models can be used both as tools for analysis and as tools in planning of teaching (e.g. Jank & Meyer, 2003). Klafki developed Didaktik-models for Bildung-oriented Didaktik. For the science subjects (especially chemistry) professor Ingo Eilks from University of Bremen with coworkers have formulated and empirically evaluated a framework for socio-critical and Bildung-oriented science teaching (e.g. Marks et al., 2014). I myself have together with especially Eilks further elaborated on the Bildung-concept in relation to the science subjects (e.g. Sjöström, 2013; Sjöström et al., 2017). Much of this thinking – about the curriculum subjects’ relationship to sustainability issues, democracy, citizenship etc. – is relevant beyond science education (Sjöström, 2018). In this paper I will take my thinking and writing about Bildung-oriented science education as a point of departure and suggest core ideas that are common for several curriculum subjects. By making such a pendulum – from the general ideas by Klafki and Kemp, to discussing and empirically evaluating its implications on a specific curriculum subject (area), and then back to elaborating on the general views of it – I think it is possible to more in detail understand and problematize Bildung-perspectives in different curriculum subjects. It can also contribute to the discussion about the educated citizen in our latemodern knowledge and risk society.

  • 40.
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Blivande naturvetare vill förbättra världen med hjälp av naturvetenskap2020In: Atena Didaktik, ISSN 2003-3486, Vol. 2, no 1Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Under senare år har det blivit allt vanligare med hållbarhets- och samhällsfrågor i NT-klassrummen. Vad elever redan gör och vad de vill göra i framtiden för att förbättra världen kan användas för att utveckla sådan undervisning. En ny forskningsstudie visar hur engagemanget i hållbarhetsfrågor kan se ut hos starkt nv-inriktade elever.

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  • 41.
    Sjöström, Jesper
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Chemistry Education for Citizenship and Sustainability2013Conference paper (Other academic)
    Abstract [en]

    Chemistry is considered abstract, difficult and unpopular by many students. One reason is that traditional school chemistry is weakly connected to everyday life, technology, society, chemical research, and history and philosophy of science (Van Berkel, 2005). Chemistry education research has shown that if chemistry is placed in relevant everyday-life contexts, more students appreciate it (Eilks & Hofstein, 2013). What does it mean to teach chemistry for citizenship and sustainability, or in other words, what characterizes ESD-driven chemistry education? It includes not only content knowledge in chemistry, but also knowledge about chemistry, both about the nature of chemistry and about its role in society (Sjöström, 2011). Some important aspects are the synthesizing (and therefore technological) nature of chemistry and its ethical and environmental consequences (Sjöström, 2007). The public needs to be literate both in and about chemistry to be able to be actively involved in product choices and democratic processes. Mahaffy (2004) has suggested a tetrahedron model based on Johnstone’s (1991) chemical triangle. The latter represents the formal aspects of chemistry teaching (macro, submicro, and symbolic) and the top of the tetrahedron represents a human element. I have suggested the following subdivision of the top (starting from the bottom): (1) applied chemistry, (2) socio-cultural context, and (3) critical-philosophic approach (Sjöström, 2011). Especially the latter approach is important for understanding uncertainties, and balancing benefits and risks of chemistry and its applications. In the poster I will present and relate some examples of my research in progress to the general perspective on chemistry education, i.e. chemistry education for citizenship and sustainability. In one study we analyses thematic and contextualised chemistry videos, aimed for use in chemistry classrooms. Another study concerns the science informed argumentation of teacher students when choosing between different products, where the products have important differences regarding health and environmental aspects. Product choices are suggested to be used in ESD-driven chemistry education as authentic and everyday life socio-scientific issues. A third study is about “chemicals education”, which includes understanding the term “chemical”, natural vs. synthetic substances, doses, learning about “the chemical society” and appropriate teaching methods, such as use of authentic media and cooperative learning. References: Eilks, I. & Hofstein, A. (Eds.) (2013) Teaching Chemistry – A Studybook, Rotterdam: Sense Publishers. Johnstone, A. H. (1991) “Why is science difficult to learn? Things are seldom what they seem” Journal of Computer Assisted Learning, 7, 75-83. Mahaffy, P. (2004) “The Future Shape of Chemistry Education” Chemistry Education: Research and Practice, 5(3), 229-245. Sjöström, J. (2007) “The Discourse of Chemistry (and Beyond)” HYLE – International Journal for Philosophy of Chemistry, 13(2), 83-97. Sjöström, J. (2011) “Towards Bildung-oriented chemistry education” Science & Education, online first, doi 10.1007/s11191-011-9401-0 Van Berkel, B. (2005) The structure of current school chemistry. A quest for conditions for escape, PhD Thesis, Utrech University.

  • 42.
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    CoRe: ett didaktiskt verktyg för planering och professionsutveckling2019In: ATENA Didaktik, ISSN 2003-3486, Vol. 1, no 1Article, review/survey (Other academic)
    Abstract [sv]

    Artikeln beskriver ny forskning kring det didaktiska reflektionsverktyget CoRe (Content Representations) och behandlar även verktygets grund i Pedagogical Content Knowledge(PCK). Det sistnämnda myntades av Shulman i mitten av 1980-talet och kan översättas till pedagogisk innehållskunskap. CoRe kan användas både för undervisningsplanering och för att identifiera och utveckla lärares PCK. Det hjälper dem att göra detaljerade beskrivningar av svaren på de didaktiska frågorna i relation till bärande idéer (Big Ideas) inom ett specifikt ämnesområde. En CoRe består av åtta reflektionsfrågor. I slutet av artikeln jämförs CoRe-frågorna med Klafkis fem frågeområden för en bildningsorienterad ämnesundervisning. Utifrån denna jämförelse föreslås en vidgad syn på såväl CoRe som PCK.

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  • 43.
    Sjöström, Jesper
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Debatt: Den humanistiska kemiläraren2009In: Kemivärlden Biotech med Kemisk Tidskrift, ISSN 1653-5596, no 10Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    För att möjliggöra en mer bildningsorienterad kemiundervisning måste kemiläraren – utöver breda ämneskunskaper i kemi – också ha omfattande kunskaper om kemins samhälleliga kontext. Vardagsnära exempel, nutidshistoriska och sociokulturella sammanhang samt kopplingar till miljöfrågor och hållbar utveckling bör vara självklara inslag i en framtida kemiundervisning. Därmed blir kemilärarens identitet lika mycket den som ”metakemist” som den som kemist.

  • 44.
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Didactic modelling for eco-reflexive Bildung2019Conference paper (Other academic)
    Abstract [en]

    Bildung is the German and international term for an educational-philosophical key idea. In the German/Danish/Norweigan Didaktik-tradition the notion of Bildung is central. Especially Klafki (2000) has been central in consolidating this relationship. He identified two main orientations in the understanding of the concept of Bildung: material and formal Bildung. Furthermore, he also argued for a position mixing these two views and called it categorical Bildung. More recently, for example Kemp (2005) applied the thinking of Klafki on ideas about our latemodern society. Furthermore, he discussed views of the “world citizen”. In teaching practice Didaktik-models can be used both as tools for analysis and as tools in planning of teaching (e.g. Jank & Meyer, 2018). Klafki developed Didaktik-models for Bildung-oriented Didaktik. For the science subjects (especially chemistry) professor Ingo Eilks from University of Bremen with coworkers have formulated and empirically evaluated a framework for socio-critical and Bildung-oriented science teaching (e.g. Marks et al., 2014). I myself have together with especially Eilks further elaborated on the Bildung-concept in relation to the science subjects (e.g. Sjöström, 2013; Sjöström et al., 2017). Also, for chemistry, I together with professor Vicente Talanquer from University of Arizona recently discussed the consequences of sustainability ideas on chemical thinking and action (Sjöström & Talanquer, 2018). Such perspectives – about the curriculum subjects’ relationship to sustainability issues, democracy, citizenship, action etc. – is relevant beyond chemistry and science education (Sjöström, 2018). In this paper I will take my thinking and writing about Bildung-oriented science education as a point of departure and suggest core ideas that are common for most curriculum subjects. Such ideas can inform our understanding of Bildung-oriented general subject-Didaktik. The latter can be seen as the meeting point between different research areas of subject-Didaktik (Sjöström, 2017; 2018). When Didaktik-models are formulated, used and/or developed it is called didactic modelling. In this paper focus is on Didaktik-models and didactic modelling in support of the development of categorical Bildung-perspectives in curriculum subjects and – as a consequence – the development of eco-reflexive Bildung for citizenship (Sjöström et al., 2016). Implications for research in subject-Didaktik will also be discussed.

  • 45.
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Didactic modelling for socio-ecojustice2019In: Journal for Activist Science and Technology Education, E-ISSN 2560-8908, Vol. 10, no 1, p. 45-56Article in journal (Refereed)
    Abstract [en]

    In northern Europe and Scandinavia, there is a tradition called Didaktik. It can be seen as both the art of teaching and as the “science for teachers”, helping us teachers answering didactic questions about WHY?, WHAT? and HOW? to teach (and support learning). Many areas of subject-specific Didaktik have in recent decades evolved from mainly practice-based methodology to quite independent research areas. This applies, for example, to the field of science-Didaktik (i.e., Science Education). Part of this field has a special interest in educational activities for socio-ecojustice. For instance, it can include complex issues used in teaching to build bridges across different curriculum subjects, among them STEM-subjects, in support of sustainability, reflexive Bildung and socio-political activism. The focus in this paper is on so-called didactic models and modelling aiming at actions for socio-ecojustice. In particular, the paper presents a model for eco-reflexive Didaktik, an example of a didactic model. Didactic modelling is the name for the processes when didactic models are used and developed, often by researchers in collaboration with practitioners. The didactic model in focus here is based on philosophical ideas and orientations, such as holism, critical realism, egalitarianism, altruism, reconstructionism and critical pedagogy.

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  • 46.
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Didaktik2021In: Teorier för undervisning och lärande / [ed] Mona Holmqvist, Malmö: Gleerups Utbildning AB, 2021, p. 49-71Chapter in book (Other (popular science, discussion, etc.))
  • 47.
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Didaktik – ett huvudområde för lärarutbildning2020In: Skola & Samhälle, ISSN 2001-6727, no 2020-10-15Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Didaktik är ett för lärare centralt praktik-teoretiskt kunskapsområde. Området har en lång historia inom akademin, men har aldrig slagit igenom vare sig inom akademin eller i skolan. Det är dags att ändra på det – gör didaktik till huvudområde inom lärarutbildning, på samma sätt som vårdvetenskap är huvudområde inom sjuksköterskeutbildning.

  • 48.
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Didaktik for Bildung in our Anthropocene Epoch2022Conference paper (Refereed)
    Abstract [en]

    Bildung is an old and complex concept with at least five historical elements (e.g. Sjöström & Talanquer, 2018; Sjöström & Tyson, 2022). A socio-political dimension is the most recent. As an educational concept it emerged in Germany in the mid eighteenth century (Horlacher, 2016). Especially in Germany and Scandinavia conceptions of Bildung became the general philosophical framework to guide both formal and informal education. At least five versions/traditions of Bildung can be identified (Sjöström et al., 2017) and will be described in the presentation. Based on such previous conceptualizations of Bildung, I will elaborate on a contemporary understanding of Bildung for our Anthropocence epoch. A Bildung view is always connected to values, visions and worldviews as well as identity (e.g. Sjöström, 2018). In focus in the presentation will be what I and co-authors have called eco-critical-reflexive Bildung (e.g., Sjöström, Eilks & Zuin, 2016; Sjöström, 2018). It emphasizes especially the socio-political dimension of Bildung and can be seen as an educational meta-theory for (subject) education in our Anthropocence epoch (see also e.g. Kvamme, 2021; Taylor, 2017). Based on such a meta-theory it is interesting to discuss which consequences it has for (subject) Didaktik, didaktik models and educational practice more generally (see e.g. Sjöström & Tyson, in press; for chemistry Didaktik, as an example, see: Herranen, Yavuzkaya & Sjöström, 2021 and Yavuzkaya, Clucas & Sjöström, manuscript). Or formulated in other words: How does a Bildung-oriented Didaktik for our Anthropocene Epoch look like and which theory- and practice-based didaktik models (in a broad sense) need to be developed via Bildung-didactic modelling?

  • 49.
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Didaktik i integrativa lärarprofessionsämnen2018In: Studier i læreruddannelse og -profession, ISSN 2445-8538, Vol. 3, no 1, p. 94-119Article in journal (Refereed)
    Abstract [en]

    The article discusses what subject-matter Didaktik is and could be and presents a framework for Didaktik in integrative teacher education subjects. In these, subject knowledge is taught together with knowledge for teacher professions, mainly Didaktik. The framework was developed with inspiration from Klafki’s Didaktik analysis. It consists of ten analytical areas for developing subject-matter Didaktik in different teacher education subjects. The analytical areas can also be used as guides for research in subject-matter Didaktik, which is developed to different degrees in different subject areas. Active research in Didaktik is necessary to achieve research-based teacher education. The article concludes by providing some ideas concerning the knowledge base of the teacher profession, including its consequences for teacher educators’ professional development.

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  • 50.
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Didaktik modelling illustrated by sustainability teaching arrangements in preschool2022In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 2, p. 249-280Article in journal (Refereed)
    Abstract [en]

    This paper presents the research behind the formulation of a new didaktik model on waste and material resources in preschool. The research was part of an extensive collaborative R&D programme, involving close to 300 preschool teachers/managers and researchers, to build systematic knowledge on what may characterize teaching in preschool based on scientific grounds and proven experience. The guiding question in this specific study was what it can look like to teach sustainability issues in preschool. The teaching examined in the study was informed by the concept of didaktik as well as by pragmatic theory. Using the methodological approach of abductive analysis, a new didaktik model was designed. This process of generating a new didaktik model is part of didaktik modelling, a focus of the paper.

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