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  • 1.
    Rydberg, Christian
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Didaktiska dilemman i undervisning utifrån samhällsdilemman2018Licentiate thesis, monograph (Other academic)
    Abstract [en]

    Teaching and learning about complex and controversial societal issues is a challenging endeavour. Students must not only gain new scientific perspectives on the issues but also be able to take ethical and philosophical perspectives in consideration. In this teaching approach, the various aims involved are complex and the teacher often ends up in problematic situations. The teacher must also deal with formal laws and regulations in addition to more informal work routines – all whilst balancing the various teaching aims. This study followed groups of teachers in an Erasmus+ partnership whereby the teachers conducted a reflexive and interdisciplinary lessons about certain complex and controversial issues, including those which are socio-scientific. Five schools in five different countries were involved (Croatia, Poland, Italy, Sweden and Turkey), and the students who participated were aged 12–16 years. With inspiration from different fields of educational research, the study aimed to induce interdisciplinary teaching about controversial issues on a structural and socio-political level at the involved schools. In addition to raising the students’ awareness of different aspects of the issues and encouraging oral discussions among the students, the lesson also highlighted the development of their ability to think critically and make decisions. The lesson was also meant to create room for the students to form their own opinions about the issues. In this study, the multi-purpose teaching method in line with these intentions is labelled “reflexive teaching”. The study aimed to explore the potential tensions that may emerge during the interdisciplinary teaching in which the schools implemented this method. From these tensions, didactical dilemmas arose in the teaching, for example, when teachers held taken-for-granted positions or did not reflect on the complexity of different motivations when making their didactical decisions. Through focus groups and participant observation in the participating countries, I began by asking about which tensions are discernible across the different classrooms. Then, I reduced the data and focused on Swedish teachers in light of the international context by asking “Which tensions are most salient for Swedish teachers?” These two questions were theoretically elevated and clustered in the discussion to become “Which didactical dilemmas may emerge during interdisciplinary teaching?” The results show a variety of emerging tensions which may cause didactical dilemmas. The tensions are anchored on different levels, concern different types of curriculum goals, relate to politics and religion as well as tensions on the classroom level. Through in-depth focus-group discussions with the Swedish teachers, four so-called meta-dilemmas emerged: 1. The student-centred classroom versus the teacher-centred classroom; 2. teaching towards educational goals versus social, democratic and character-development goals; 3. whether the teacher should be objective, neutral or take a stand (regarding the complex and controversial issues); and 4. whether adaptations for specific pupils should be made in oral discussions. The more practice-oriented purpose of the study was to contribute to pre- and in-service teacher training, and this resulted in a discussion tool. The developed tool is a didactic model which aims to raise awareness about both the potential possibilities and potential negative consequences of different positions in didactical dilemmas. By means of abductive analysis, the empirical results of the study formed the basis of a model with four quadrant matrixes. In these matrixes, different tentative positions in didactical dilemmas are illuminated by fictional teachers who present arguments about their position.

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  • 2.
    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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  • 3.
    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).
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Didactical dilemmas while teaching controversial socio-scientific issues: an international comparison2018In: Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education, Dublin City University , 2018, 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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  • 4.
    Sjöström, Jesper
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Rydberg, Christian
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Towards transdisciplinary Didaktik: didactic modelling of complex controversial issues teaching for reflexive Bildung and sustainability2018In: Building Bridges Across Disciplines for Transformative Education and a Sustainable Future / [ed] Ingo Eilks, Silvija Markic, Bernd Ralle, Shaker Verlag, 2018, p. 3-15Chapter in book (Other academic)
    Abstract [en]

    Different areas of subject-Didaktik has contact points to other educational sciences such as general Didaktik, pedagogy and education studies, the school subject / subject area, and practical teaching experience. Many areas of subject-Didaktik have in recent decades evolved from mainly practice-based methodology to quite independent research fields. This applies, for example, to the field of Science Education. Part of this field focuses on research on teaching and learning about interdisciplinary socio-scientific issues (SSI). Such an orientation can be connected to similar orientations in other areas of subject-Didaktik. This meeting point between different research areas of subject-Didaktik is an example of ‘general subject-Didaktik’. The focus in this paper is even beyond; it is on transdisciplinary Didaktik, where the content (in a broad sense) is central, but where the context is beyond the individual school subjects. We are especially interested in didactic models for how complex controversial issues can be used (didactic modelling) to build bridges across different areas of content and school subjects in support of reflexive Bildung and sustainability. We give examples of didactic models which were developed during a study about the didactical dilemmas that teachers from different school subjects experienced when they were teaching complex controversial issues.

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1 - 4 of 4
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  • en-US
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  • nn-NO
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