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A didactic model to develop teachers’ practices and handling didactical dilemmas while teaching controversial socioscientific issues
Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.ORCID-id: 0000-0003-4463-2707
Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).ORCID-id: 0000-0002-3083-1716
2018 (engelsk)Konferansepaper, Publicerat paper (Annet vitenskapelig)
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.

sted, utgiver, år, opplag, sider
2018.
Emneord [en]
socio-scientific issues, interdisciplinary teaching, controversial issues, education for sustainability, teacher professional development
HSV kategori
Identifikatorer
URN: urn:nbn:se:mau:diva-16574Lokal ID: 26813OAI: oai:DiVA.org:mau-16574DiVA, id: diva2:1420088
Konferanse
XVIII IOSTE Symposium : Future Educational Challenges​ From Science & Technology Perspectives, Malmö, Sweden (August 13-17, 2018)
Tilgjengelig fra: 2020-03-30 Laget: 2020-03-30 Sist oppdatert: 2022-04-26bibliografisk kontrollert

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Rydberg, ChristianOlander, ClasSjöström, Jesper

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