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Eriksson, Martin
Publikationer (5 of 5) Visa alla publikationer
Rundgren, C.-J., Eriksson, M. & Rundgren, S.-N. C. (2016). Investigating the Intertwinement of Knowledge, Value, and Experience of Upper Secondary Students' Argumentation Concerning Socioscientific Issues. Science & Education, 25(9-10), 1049-1071
Öppna denna publikation i ny flik eller fönster >>Investigating the Intertwinement of Knowledge, Value, and Experience of Upper Secondary Students' Argumentation Concerning Socioscientific Issues
2016 (Engelska)Ingår i: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 25, nr 9-10, s. 1049-1071Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This study aims to explore students' argumentation and decision-making relating to an authentic socioscientific issue (SSI)-the problem of environmental toxins in fish from the Baltic Sea. A multi-disciplinary instructional module, designed in order to develop students' skills to argue about complex SSI, was successfully tested. Seven science majors in the final year of their upper secondary studies participated in this study. Their argumentation and decision-making processes were followed closely, and data were collected during multiple stages of the instructional module: group discussions were audio recorded, the participants wrote reports on their decision making, and postexercise interviews were conducted with individual students. The analysis focused on the skill of evaluation demonstrated by the students during the exercise and the relationships between the knowledge, values, and experiences that they used in their argumentation. Even though all of the students had access to the same information and agreed on the factual aspects of the issue, they came to different decisions. All of the students took counter-arguments and the limitations of their claims into account and were able to extend their claims where appropriate. However, their decisions differed depending on their background knowledge, values, and experiences (i.e., their intellectual baggage). The implication to SSI teaching and learning is discussed.

Ort, förlag, år, upplaga, sidor
Dordrecht, Netherlands: Springer Netherlands, 2016
Nyckelord
Socio-scientific issues, decision-making, science-education, school science, patterns, discussions, framework, thinking, inquiry, reasons
Nationell ämneskategori
Kemi Utbildningsvetenskap
Forskningsämne
Kemi; Pedagogik
Identifikatorer
urn:nbn:se:kau:diva-65076 (URN)10.1007/s11191-016-9859-x (DOI)000397064100005 ()
Tillgänglig från: 2017-11-02 Skapad: 2017-11-02 Senast uppdaterad: 2019-10-28Bibliografiskt granskad
Eriksson, M. (2014). Att ta ställning: Gymnasieelevers argumentation och beslutsfattande om sociovetenskapliga dilemman. (Licentiate dissertation). Karlstad: Karlstads universitet
Öppna denna publikation i ny flik eller fönster >>Att ta ställning: Gymnasieelevers argumentation och beslutsfattande om sociovetenskapliga dilemman
2014 (Svenska)Licentiatavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

This thesis aims to explore students’ argumentation and decision-making relating to authentic socioscientific issues (SSI). The ability to make informed decisions about socio scientific issues has been recognized to be an important element in science education to achieve the goal of scientific literacy. However, deliberation on SSIs deals with the fact-value intertwinement and has proven to be a tricky affair, both for students and teachers. In paper I, the focus is on upper secondary students’ use of different reasons in arguing about the existence of wolfs in Sweden. To investigate the students’ ability to find supporting reasons from different subject areas in their informal argumentation, the SEE-SEP model was used as an analytical framework. The results showed that the value aspect dominates students’ informal argumentation on the SSI of wolves in Sweden. In paper II a six-step SSI instructional model is presented, designed to develop students’ ability to argue about complex multi-disciplinary issues. This six-step SSI instructional model aims to create a forum that encourages students to interact with one-another and discuss their arguments dynamically. In paper III students’ argumentation and decision-making upon an authentic SSI relating to environmental toxins in fish from the Baltic Sea, was studied. The students’ argumentation and decision making processes were followed closely and data were collected during multiple stages of the SSI-instructional model. The analysis focused on students’ skills of evaluation and the relationships between the values, knowledge and experiences that they used in their argumentation. The results showed that even though all of the students had access to the same information and agreed on the factual aspects of the issue, they came to different decisions, depending on their background values, knowledge and experiences (i.e. their intellectual baggage). Implications for teaching and research are discussed.

Abstract [sv]

 Förmågan att fatta välgrundade beslut i sociovetenskapliga dilemman (SSI) har lyfts fram som ett viktigt inslag i naturvetenskaplig undervisning för att förbereda eleverna på ett liv som medborgare i ett samhälle där kontroversiella frågor med naturvetenskaplig koppling förekommer i allt högre grad. Att hantera SSI-frågor i undervisningen och handskas med sammanflätningen av vetenskapliga fakta, värderingar och etiska perspektiv innebär dock stora utmaningar för både elever och lärare. Fokus i denna avhandling är inriktat mot att ytterligare synliggöra de ingående komponenterna och processerna som sker i arbetet med SSI-frågor, och därmed belysa viktiga aspekter som bör iakttas vid implementering av SSI-frågor i undervisningen. Genom studie I detekteras olika argument baserade på kunskaper, värderingar respektive erfarenheter kopplat till olika ämnesområden, och i studie II förs resonemang att det s.k. intellektuella baggaget, bestående av personliga värderingar, kunskaper och erfarenheter, styr viktning och värdering av olika argument och därmed vilket beslut som slutligen tas. En given slutsats är att SSI-baserad undervisning i det naturvetenskapliga klassrummet alltid måste bygga på en tolerans för en sammanflätning av vetenskapliga fakta, värderingar och etiska perspektiv.

 

 

Ort, förlag, år, upplaga, sidor
Karlstad: Karlstads universitet, 2014. s. 60
Serie
Karlstad University Studies, ISSN 1403-8099 ; 2014:50
Serie
Studies in Science and Technology Education, ISSN 1652-5051
Nyckelord
Science education, Socioscientific issues, SSI, Argumentation, Informal argumentation, Decision-making, Naturwissenschaftliche Unterricht, Naturvetenskaplig undervisning, Samhällsfrågor med naturvetenskapligt innehåll, SNI, Sociovetenskapliga dilemman, SSI, Argumentation, Beslutsfattande, Vargar, Dioxiner i fisk
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Kemi
Identifikatorer
urn:nbn:se:kau:diva-33649 (URN)978-91-7063-588-5 (ISBN)
Presentation
2014-10-24, 12A138, Geijersalen, Karlstad Universitet, 10:00 (Svenska)
Opponent
Handledare
Tillgänglig från: 2014-10-06 Skapad: 2014-09-12 Senast uppdaterad: 2014-10-06Bibliografiskt granskad
Rundgren, C.-J. & Eriksson, M. (2014). Umweltgifte in Fischen aus der Ostsee: Eine Strategie zum Umgang mit kontroversen Fragestellungen im naturwissenschaftlichen Unterricht. Der mathematische und naturwissenschaftlich Unterricht (MNU), 67(6), 332-336
Öppna denna publikation i ny flik eller fönster >>Umweltgifte in Fischen aus der Ostsee: Eine Strategie zum Umgang mit kontroversen Fragestellungen im naturwissenschaftlichen Unterricht
2014 (Tyska)Ingår i: Der mathematische und naturwissenschaftlich Unterricht (MNU), ISSN 0025-5866, Vol. 67, nr 6, s. 332-336Artikel i tidskrift (Refereegranskat) Published
Abstract [de]

Dieser Artikel diskutiert ein Unterrichtsmodul für die Sekundarstufe II aus dem PROFILES Projekt in Schweden. Thematisiert wird das Problem von Umweltgiften in Fischen aus der Ostsee, welches aus einer naturwissenschaftlich-gesellschaftlichen Sicht behandelt wird. Dabei erlernen die Schüler nicht nur naturwissenschaftliche Hintergründe und Argumente, sondern erwerben auch allgemeine Kompetenzen aus den Bereichen Kommunikation und Bewertung.

Ort, förlag, år, upplaga, sidor
Neuss, Tyskland: Verlag Klaus Seeberger, 2014
Nyckelord
Naturwissenschaftlichen unterricht, Sociovetenskapliga dilemman, SSI, dioxiner i fisk
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik
Identifikatorer
urn:nbn:se:kau:diva-33718 (URN)
Tillgänglig från: 2014-09-17 Skapad: 2014-09-17 Senast uppdaterad: 2015-07-07Bibliografiskt granskad
Eriksson, M. & Rundgren, C.-J. (2012). Vargfrågan: Gymnasieelevers argumentation kring ett sociovetenskapligt dilemma. NorDiNa: Nordic Studies in Science Education, 8(1), 43-58
Öppna denna publikation i ny flik eller fönster >>Vargfrågan: Gymnasieelevers argumentation kring ett sociovetenskapligt dilemma
2012 (Svenska)Ingår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 8, nr 1, s. 43-58Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The focus of this study is the attitudes towards wolves in Sweden among upper secondary students.This socio-scientific issue (SSI) involves many aspects, such as ethical, political and biological aspects,and provides a context to study students’ informal argumentation. The different arguments usedby the students were analyzed using the framework of the SEE-SEP-model. A questionnaire probingattitudes to the existence of wolves in the neighbourhood was distributed to 352 upper secondarystudents. 18 students were interviewed in focused group-interviews (in pairs). The results showedthat 55% of the students showed a negative attitude towards the existence of wolves in the neighbourhood.The analysis of the different aspects of arguments used by the students in the interviewsshowed that arguments based on value were more dominant (60%) than arguments based on knowledge(30%), and arguments based on personal experiences (10%).

Ort, förlag, år, upplaga, sidor
Oslo: The Norwegian Centre for Science Education, 2012
Nyckelord
Sociovetenskapliga dilemman, SSI, Argumentation, Vargar
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:kau:diva-33717 (URN)
Tillgänglig från: 2014-09-17 Skapad: 2014-09-17 Senast uppdaterad: 2017-12-05Bibliografiskt granskad
Rundgren, C.-J., Eriksson, M. & Chang Rundgren, S.-N.The fact-value intertwinement: Investigating upper secondary students’ decision-making concerning socioscientific issues.
Öppna denna publikation i ny flik eller fönster >>The fact-value intertwinement: Investigating upper secondary students’ decision-making concerning socioscientific issues
(Engelska)Manuskript (preprint) (Övrigt vetenskapligt)
Abstract [en]

This study aims to explore students’ argumentation and decision-making relating to an authentic socioscientific issue (SSI) – the problem of environmental toxins in fish from the Baltic Sea. An instructional exercise module was designed to develop students’ ability to argue about complex multi-disciplinary issues. Seven science majors in the final year of their upper secondary studies participated in the this studyinstructional exercise. Their argumentation and decision making processes were followed closely and data were collected during multiple stages of the instructional moduleexercise: group discussions were tapedaudio recorded, the participants wrote reports on their decision making and submitted them for analysis, and post-exercise interviews were conducted with individual students. The analysis focused on the skills of evaluation demonstrated by the students during the exercise and the relationships between the values, knowledge and experiences that they used in their argumentation. Even though all of the students had access to the same information and agreed on the factual aspects of the issue, they came to different decisions. All of the students took counter-arguments and the limitations of their claims into account, and were able to extend their claims where appropriate. However, their decisions differed depending on their background values, knowledge and experiences (i.e. their intellectual baggage).

Nyckelord
Socioscientific issues, SSI, Decision-making, Informal argumentation, Intellectual baggage
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:kau:diva-33719 (URN)
Tillgänglig från: 2014-09-17 Skapad: 2014-09-17 Senast uppdaterad: 2017-12-06Bibliografiskt granskad
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