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The purpose of this case study of three laboratory exercises in biology, chemistry and physics is to show how three Swedish secondary school science teachers’ objectives for labwork are carried out ...
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Denna rapport presenterar hur man arbetar med kreativitet, innovationoch talangutveckling inom naturvetenskaplig undervisning i Sverige.Studien ar i huvudsak baserad pa dokumentanalys av skolans st ...
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Narratives of Doctoral Studies in Science Education : making the transition from educational practitioner to researcher
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Abstract Living in the anthropocene requires addressing several challenges. New forms of teaching where experiences of problem solving, creativity and innovation strategies are needed and considered important. This Swedish study... more
Abstract Living in the anthropocene requires addressing several challenges. New forms of teaching where experiences of problem solving, creativity and innovation strategies are needed and considered important. This Swedish study contributes with knowledge on pre-school children’s creativity processes when working on an authentic, child-initiated sustainability problem about consumption. Teachers’ careful listening was important when forming the teaching context for the sustainability problem. A pragmatic perspective on learning and meaning-making is used to identify the significant features of the different phases in the creativity processes. The empirical results show: the importance of affording a creative context with uncoded material for children to transact with; previous experiences have a prominent role when imagining and reaching beyond the ordinary; the importance of teachers’ positive aesthetic judgments for sustaining the creative process. In alignment with the idea of learning as participation, the children broadened the consumption topic to contribute with creative outcomes for animals’ welfare.
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Research Interests: Sociology, Environmental Education, Mathematics Education, Didactics, Sustainable Development, and 13 morePedagogy, Teaching, Curriculum, Normative, Preschool, Teaching method, Curriculum and Pedagogy, Didaktik, Education for Sustainable Development, Dilemma, Sustainability, ENVIRONMENTAL SCIENCE AND MANAGEMENT, and Pedagogical Work
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Research Interests: Science Education, Mathematics Education, Case Studies, Biology, Biological Education, and 12 moreProfessional Development, Interviews, Teaching Methods, Case Study, Inquiry, Natural Sciences, Experiments, Questionnaires, Secondary School, Curriculum and Pedagogy, Learning Outcome, and Assessment Methods
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ABSTRACT Winter-induced inhibition of photosynthesis in Scots pine (Pinns sylvestris L.) is caused by the combined effects of light and freezing temperatures; light causes photoinhibition of photosystem II (Strand & Oquist, 1985b,... more
ABSTRACT Winter-induced inhibition of photosynthesis in Scots pine (Pinns sylvestris L.) is caused by the combined effects of light and freezing temperatures; light causes photoinhibition of photosystem II (Strand & Oquist, 1985b, Physiologic Plantarum, 65, 117–123), whereas frost causes inhibition of enzymatic steps of photosynthesis (Strand & Öquist, 1988, Plant, Cell & Environment, 11, 231–238). To reveal limiting steps during recovery from winter stress, the potential of photosynthesis to recover and the actual recovery outdoors during spring, were studied in Scots pine. Studies of light dependent O2-evolution under saturating CO2 and recordings of room temperature fluorescence induction kinetics were used. When branches of pine, in February and March, were brought into the laboratory and kept at 18°Cand 100μmol m−2 s−1, light saturated rates and apparent quantum yields of photo-synthetic O2-evolution recovered fully within approximately 48h. The photochemical efficiency of photosystem II, as measured by Fv/Fm ratios, recovered fully within 24h after an initial lag-phase of 2-3 h. Under natural winter conditions, the Fv/Fm ratio decreased more in exposed than in shaded pine, whereas the efficiency of photosynthesis was similarly inhibited in exposed and shadedpine. However, when recovery from winter stress occurred during spring, the Fv/Fm ratios of both shaded and exposed pine recovered well before photosynthesis. It is concluded that the light-induced photoinhibition component of winter stress in photosynthesis of pine recovers well before the frost induced component(s) of winter stress. In this context, reversible photoinhibition of photosynthesis in evergreen conifers is considered as a dynamic down-regulation of photosystem II to prevent more severe photodynamic damage of the thylakoid membrane when photosynthesis is inhibited by frost.
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An important goal for science education is to develop the knowledge students need as citizens as well as knowledge for future studies in science and technology. This knowledge can be developed thro ...
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Previous research on teachers’ responses to changes in the curriculum or to new innovations has shown that they do not easily make changes in practice. For teachers to commit to new goals and strat ...
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The Swedish National Agency for Education is currently implementing a project aiming to raise the didactical competence of science teachers at all school levels. The project uses a praxis-based col ...
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ABSTRACT Science labwork give students an opportunity to work with concepts and learn basic skills in natural sciences (Ganiel & Hofstein, 1982). Furthermore, lab and field skills should be seen as a desirable learning outcome,... more
ABSTRACT Science labwork give students an opportunity to work with concepts and learn basic skills in natural sciences (Ganiel & Hofstein, 1982). Furthermore, lab and field skills should be seen as a desirable learning outcome, because of their specific utility in employment, research, and for scientific literacy. However, there is concern about the effectiveness of lab work in
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Teachers view of learning outcome and assessment of laboratory work in Swedish upper secondary biology classes
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Conifers of the boreal zone encounter considerable combined stress of low temperature and high light during winter, when photosynthetic consumption of excitation energy is blocked. In the evergreen Pinus sylvestris L. these stresses... more
Conifers of the boreal zone encounter considerable combined stress of low temperature and high light during winter, when photosynthetic consumption of excitation energy is blocked. In the evergreen Pinus sylvestris L. these stresses coincided with major seasonal changes in ...
Research Interests: Botany, Photochemistry, Photosynthesis, Plant Biology, Biology, and 15 moreProtein synthesis, Seasonality, Chlorophyll, Chlorophyll Fluorescence, Lutein, Pinus sylvestris, Low Temperature, Photoprotection, Photosystem II, Light Harvesting, Seasonal change, Planta, Chlorophyll a, Protein content, and high light
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Abstract Living in the anthropocene requires addressing several challenges. New forms of teaching where experiences of problem solving, creativity and innovation strategies are needed and considered important. This Swedish study... more
Abstract Living in the anthropocene requires addressing several challenges. New forms of teaching where experiences of problem solving, creativity and innovation strategies are needed and considered important. This Swedish study contributes with knowledge on pre-school children’s creativity processes when working on an authentic, child-initiated sustainability problem about consumption. Teachers’ careful listening was important when forming the teaching context for the sustainability problem. A pragmatic perspective on learning and meaning-making is used to identify the significant features of the different phases in the creativity processes. The empirical results show: the importance of affording a creative context with uncoded material for children to transact with; previous experiences have a prominent role when imagining and reaching beyond the ordinary; the importance of teachers’ positive aesthetic judgments for sustaining the creative process. In alignment with the idea of learning as participation, the children broadened the consumption topic to contribute with creative outcomes for animals’ welfare.
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This study used a quantitative deductive approach based on Biesta’s functions of education and Roberts’ curriculum emphases to analyse the purposes that are stressed in the Swedish science syllabuses in lower and upper secondary school.... more
This study used a quantitative deductive approach based on Biesta’s functions of education and Roberts’ curriculum emphases to analyse the purposes that are stressed in the Swedish science syllabuses in lower and upper secondary school. The study shows that the syllabuses advocate multiple purposes both with respect to functions of education and curriculum emphases. Most sentences stressed the function of qualification, indicating that the overall purpose of science education is to provide students with knowledge and skills, while transmitting certain norms or creating independent critical thinking skills is less prioritised. The extent to which the different curriculum emphases were stressed differed both between different science syllabuses and between different parts of the syllabuses. Possible consequences of these differences are discussed in relation to teachers’ design of teaching and students’ possibilities to develop knowledge and skills necessary for active participation i...
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Teachers’ own voices have been partially missing in science education research on upper primary school (age 10-12). In order to examine views and experiences of teaching science, we interviewed 14 upper primary teachers. They described... more
Teachers’ own voices have been partially missing in science education research on upper primary school (age 10-12). In order to examine views and experiences of teaching science, we interviewed 14 upper primary teachers. They described science teaching as fun, mainly due to the inherent practical work. The same practical work was also identified by the teachers as the main cause of stress and was therefore conducted less frequently than desired. The data enabled construction of seven teacher roles, closely connected to both their described teaching practices and views on science education. Teachers’ accounts of their science teaching speak of a varied practice with emphasis on practical work and facts, and less articulated descriptions of work to develop students’ abilities to examine and communicate science. The results provide insights into the interactions between teacher views and teaching practices which could prove valuable for improving upper primary science education.
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In this chapter we elaborate on how science encounters can be used within education for sustainability (EfS) in preschool practice as a means of empowering children to engage with sustainability. W ...
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There is an interest among Swedish teachers to locate teaching outdoors. This study focuses on four teachers in grades 4-6, to explore their intentions and objectives with regular teaching outdoors. Data sources consist of semi-structured... more
There is an interest among Swedish teachers to locate teaching outdoors. This study focuses on four teachers in grades 4-6, to explore their intentions and objectives with regular teaching outdoors. Data sources consist of semi-structured interviews, descriptions on successful activities, and reflections on metaphors. The use of intentional analysis and Bloom's revised taxonomy on teachers' objectives show that the teachers stress the out-of-school learning that draws on the actual world and concrete material. Yet their objectives with these authentic experiences are diverse. Two teachers have mainly cognitive objectives with a holistic view of knowledge where outdoor and indoor interact. To become knowledgeable, each individual student needs teaching in this proper context. The other two teachers primarily have affective objectives, in a dichotomy between learning theoretical knowledge indoors, and learning practical, concrete knowledge outdoors. They consider the outdoor a...
Enligt forskolans laroplan ska varje barn ges mojlighet att utveckla forstaelse for naturvetenskap. Barnen ska stimuleras att aktivt undersoka sin omvarld och tanka sjalva kring naturvetenskap. De ...
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Att utbilda sig till lärare tar cirka fem år. I och med att läraryrket är krävande, och förutsättningarna för utövandet förändras över tid, så pågår lärares professionella utveckling under hela yrkeslivet. Som lärare ställer man frågor... more
Att utbilda sig till lärare tar cirka fem år. I och med att läraryrket är krävande, och förutsättningarna för utövandet förändras över tid, så pågår lärares professionella utveckling under hela yrkeslivet. Som lärare ställer man frågor som: Varför valde jag att bli lärare i de naturvetenskapliga ämnena? Vad var det jag ville uppnå? Är målet detsamma idag? Varje lärare har sitt eget svar på frågorna men kan nog känna igen sig i bilden nedan (Figur 1). I den presenteras fyra tänkbara aspekter: 1) Viljan att skapa ett intresse för det ämne som man själv fascineras av. 2) Ge elever goda faktakunskaper i ämnet som de behöver i livet. 3) Vara med eleverna i den process där de utvecklar kompetensen att använda sina kunskaper i vardagen. 4) Att stötta elevernas utveckling i att förstå naturvetenskapligt arbete och arbeta naturvetenskapligt. Är någon aspekt viktigare än den andra? Måste någon av aspekterna komma före de andra i undervisningen? Här svarar nog lärare olika.
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The aim of this study is to investigate the relationship between the developing professional identity and attitudes towards science teaching among student pre-school teachers. We see professional i ...
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The aim of this study is to examine nine Swedish teachers´intentions and educational objectives for outdoor learning, and how these educational objectives are implemented in outdoor activities. Fur ...
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In the current study, lower secondary school students’ problem-solving was explored while using a design-based science learning (DBSL) approach. A learning module in which students were expected to ...
Research Interests: Engineering and Ice Cream
In the current study, middle school students’ problem-solving was explored. Within a design-based science learning (DBSL) module, the students were expected to design an ice cream making device. Th ...
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General description on research questions, objectives and theoretical frameworkTransitions across educational culturesInternationally public spending on early childhood education has increased due ...
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The Swedish National Agency for Education is currently implementing a project aiming to raise the didactical competence of science teachers at all school levels. The project uses a praxis-based col ...