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  • 1. Broman, Karolina
    et al.
    Ekborg, Margareta
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Johnels, Dan
    Chemistry in crisis? Perspectives on teaching and learning chemistry in Swedish upper secondary schools2011In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 7, no 1, p. 43-60Article in journal (Refereed)
    Abstract [en]

    Explanations for a decline in the number of students studying chemistry at advanced level all over the world have been sought for quite some time. Many students do not find chemistry relevant and meaningful and there have been difficulties in developing school chemistry courses that engage students sufficiently and tempt them to further studies in the field. In this study, Swedish upper secondary school students (Ns=372) and their teachers (Nt=18) answered a questionnaire on their experiences of the content and the working methods of their chemistry course. They were also given the opportunity to express ideas on how to make chemistry courses more interesting and meaningful. The results point out some subject areas as both easy and interesting, e.g. atomic structure; while other areas are hard to understand but still interesting, e.g. biochemistry. The students find chemistry lessons teacher-centred, something they appreciate. When teachers and students gave suggestions on how to improve the relevance of chemistry education at upper secondary level, more laboratory work and connections to everyday life were the most common proposals. But on the whole, these students seem quite satisfied with their chemistry courses.

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  • 2.
    Ekborg, Margareta
    et al.
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Areskoug, Mats
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    How student teachers' understanding of the greenhouse effect develops during a teacher education programme2006In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 5, no 5, p. 17-29Article in journal (Refereed)
    Abstract [en]

    This paper reports on a longitudinal study on how student teachers' understanding of the greenhouse effect developed through a teacher education programme in mathematics and science for grades 1-7 (age 7-13). All student teachers, who were accepted to the programme one year, were followed trough 2.5 years of the programme for seven terms. The student teachers took science courses in which they were taught about the greenhouse effect. They answered a questionnaire three times (n=60, n=49, n=47 respectively) in which they judged if a number of statements, about the investigated phenomena, were correct or not. In the last two questionnaires they also responded to an open-ended question about the greenhouse effect. The results show that a majority of the student teachers developed an adequate understanding of the greenhouse effect during the teaching programme. Several of the students developed further in the second science course. However a rather big group of students with poor understanding did not develop any further in the second science course and no one demonstrated full understanding. Different ways of collecting data and categorising responses affected how the students’ understanding was interpreted, which also is discussed.

  • 3.
    Ekborg, Margareta
    et al.
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Ideland, Malin
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Malmberg, Claes
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    SCIENCE FOR LIFE – a conceptual framework for construction and analysis of socio-scientific cases2009In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 5, no 1, p. 35-46Article in journal (Refereed)
    Abstract [en]

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

  • 4.
    Granklint Enochson, Pernilla
    et al.
    Halmstad University.
    Davidsson, Eva
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Lärares kontextualisering av ämnesinnehåll: Hybrida kontexter i NO-undervisningen2021In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 17, no 1, p. 35-47Article in journal (Refereed)
    Abstract [en]

    Previous research has shown an increased student interest and enhanced learning when the school sciencecontent is related to other familiar contexts. This is particularly evident in intervention studies, whichaim to integrate the school science content with students’ everyday life. In this article, we analyse howteachers, in authentic situations, relate science content presented in lesson introductions to other contextssuch as everyday life or other school subjects. The data consists of observations of lesson introductionsin grade nine, from six different schools, in all eight hours of video recordings. The results point tothat teachers adopt a variety of ways in order to integrate the science content to other contexts, such asrelating to students’ everyday life, to different language perspectives or to other school subjects and therebyinitiate hybrid contexts. However, the results indicate that the teachers in this study initiate hybridcontexts to a low extent and seemingly ad hoc, in the moment. It is likely to believe that if students are tobenefit from contextualization as a means for enhancing interest and learning, learning activities need torelate science content to other relevant contexts in a more comprehensive way.

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  • 5.
    Granklint Enochson, Pernilla
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Kristianstad, Sverige.
    Redfors, Andreas
    Högskolan Kristianstad, Sektionen för lärande och miljö, Kristianstad, Sverige.
    Fem elevers föreställningar om organsystem: vad händer i kroppen när vi dricker vatten?2011In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 7, no 2, p. 160-178Article in journal (Refereed)
    Abstract [en]

    It has earlier been shown on a group level that it is difficult for 9th grade students (15-16 years old) in a Swedish school to understand how water is transported in the human body. The detailed analysis of five Swedish students in the 9th and final year of compulsory school concerning their ideas about water transportation is presented here. The empirical data consists of drawings, answers to a questionnaire with both open ended and multiple-choice questions, and student interviews. The analysis shows that all the students struggle to produce explanations involving the three organ systems: digestive, blood and excretion systems and they seem to use a variety of explanatory models as basis for their reasoning. Possible ways of understanding this are discussed together with implications for future teaching

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  • 6.
    Lundström, Mats
    et al.
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Jakobsson, Anders
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Students' Ideas Regarding Science and Pseudo-science2009In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 5, no 1, p. 3-17Article in journal (Refereed)
    Abstract [en]

    This study investigates the pseudo-scientific and superstitious ideas Swedish upper-secondary students articulate and if there is a relationship between their ideas and their knowledge of the human body and health. The study is based on a questionnaire among 300 students in which the students were asked to consider statements related to different treatments that may influence the human body and health, and questions about physiology, health and nutrition. The analysis reveals that a relatively large group of students give credance to statements such as that some people can transfer thoughts or that the phases of the moon can affect a person’s health. The analysis also shows that there is no apparent relationship between the students’ pseudo-scientific beliefs and their scientific knowledge about the human body. Furthermore, although the results do not indicate a gender difference with regards to the power of faith in pseudo-scientific ideas, they do indicate that male and females consider these questions differently. The results imply a need for discussion and critical investigation in school science concerning the relationship between science and pseudo-scientific ideas in order to enhance critical thinking and development of the understanding of the nature of science.

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  • 7.
    Nelson, Johan
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Hur används läroboken av lärare och elever?2006In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 4, p. 16-27Article in journal (Refereed)
    Abstract [en]

    The textbook plays an important role in science education. It has been criticised, though, for several reasons, and therefore it is important to raise the question of whether the textbook is written and used in the most effective way. This article presents a literature review of the different roles of the textbook when used by teachers and students. Research shows that the textbook is important for teachers in planning of lessons and for the classroom activities. However, findings also indicate that students do not appreciate the textbook as much as might be expected by teachers and textbook producers. Finally, it is evident that neither teachers nor students use the textbook according to modern theories of science education, i.e. according to sociocultural and metacognitive theory.

  • 8.
    Nygård Larsson, Pia
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Jakobsson, Anders
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Semantiska vågor: elevers diskursiva rörlighet i gruppsamtal2017In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 13, no 1, p. 17-35Article in journal (Refereed)
    Abstract [en]

    In order to use and understand a scientific language students need the ability to move between everyday and scientific discourses. This article analyses exploratory talks, and use of language when students collaboratively discuss a science assignment. The aim is to develop an analytical tool that can facilitate understanding and visualization of students' language use. The concepts of discursive mobility (Nygård Larsson, 2011) and semantic waves (Martin, 2013; Maton, 2013) constitute the starting point in the analysis and the students’ discussions are explored by using the concepts of semantic gravity and semantic density. The results display that all of the students’ conversations contain a certain degree of discursive mobility. However, there exists differences in how the conversations move between everyday and scientific languages and in terms of how successful the students are to formulate a specific subject language. In some conversations, everyday expressions become a productive resource and a bridge to a more scientific language.

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  • 9.
    Olander, Clas
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Turmo, Are
    University of Oslo, Norway.
    Editorial 1/20222022In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 18, no 1, p. 2-5Article in journal (Other academic)
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  • 10.
    Rietz, Louise
    et al.
    Lund University.
    Jönsson, Anders
    Högskolan Kristianstad.
    Lundström, Mats
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Students' use of justifications in socioscientific argumentation2021In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 17, no 3, p. 247-264Article in journal (Refereed)
    Abstract [en]

    Research focusing on students' argumentation in socioscientific issues (SSI) shows that students tend to base their arguments on values rather than knowledge. This study explores Swedish upper secondary chemistry students' written argumentation. The data consists of student texts written at the end of an intervention designed to develop skills related to high quality argumentation. The results show that after being taught about argumentation and the context of SSI, students mainly base their arguments on content knowledge. Value justifications are present in students' texts, but constitute a smaller proportion. Beside content knowledge- and value justifications, we found a third category - "reasoning" - in which students draw conclusions, or make predictions of future events, to support or refute a claim. The justifications in the argumentative texts include a breadth of subject areas in which chemistry knowledge plays an important role. This study suggests that content knowledge constitutes an important part in student argumentation. © 2021 University of Oslo, Norwegian Centre for Science Education. All rights reserved.

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  • 11.
    Schubert, Per
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Johansson, Maria
    Department of Pedagogy at Linnaeus University .
    Geografiska informationssystem som en integrerad del av lärarutbildningen och skolundervisningen: [Geographic information systems as an integral part of the teacher and school education]2019In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 15, no 1, p. 511-522Article, review/survey (Refereed)
    Abstract [en]

    The Swedish school education in geography has developed slowly and still focuses on names of, for example, countries and capitals, rather than geographical concepts and processes. To implement the secondary and upper secondary school curricula, teachers need both broad and deep geographical knowledge. For example, teachers need knowledge of geographic information systems (GIS), which are computerised information systems for analysis and presentation of geographical data. This literature-based discussion article aims to analyse opportunities and difficulties with using GIS programs in the teacher and school education. In summary, the preconditions are good, with few technical barriers, for developing GIS-based teaching in the teacher and school education that promotes active, inquiry-based, cooperative, and problem-based learning. This would make the school education more problem-oriented and interdisciplinary so that it promotes pupils’ opportunities to achieve the competencies stipulated in the curricula. Such development requires that teacher educators and school teachers get the time and resources needed to develop technological pedagogical content knowledge. However, it is probably enough for educators and teachers to get started with simpler internet- and web-based GIS and then develop their knowledge at an appropriate pace.

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