Change search
Link to record
Permanent link

Direct link
BETA
Mc Ewen, Birgitta, Associate professorORCID iD iconorcid.org/0000-0002-4984-2415
Alternative names
Publications (10 of 49) Show all publications
Nyberg, E., Castera, J., Mc Ewen, B., Gericke, N. & Clement, P. (2019). Teachers' and Student Teachers' Attitudes Towards Nature and the Environment: A Comparative Study Between Sweden and France. Scandinavian Journal of Educational Research
Open this publication in new window or tab >>Teachers' and Student Teachers' Attitudes Towards Nature and the Environment: A Comparative Study Between Sweden and France
Show others...
2019 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed) Epub ahead of print
Abstract [en]

Throughout the world, the educational system is expected to deal with issues regarding sustainability and to promote pro-environmental behaviours and attitudes. This study investigates attitudes towards nature and the environment among 1,109 teachers and student teachers in Sweden and France, using the 2 factor Model of Environmental Values (2-MEV). The results imply that in both Sweden and France, teachers and student teachers hold a prevailingly ecocentric attitude, as opposed to an anthropocentric attitude, which possibly indicates a predominantly positive approach towards the environment and environmental education. Comparisons between the countries show, however, that the Swedish teachers and student teachers hold a more anthropocentric attitude than the teachers and student teachers in the French sample.

Keywords
Environmental attitudes, anthropocentrism, ecocentrism, education
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-74571 (URN)10.1080/00313831.2019.1649717 (DOI)000479885800001 ()
Available from: 2019-08-29 Created: 2019-08-29 Last updated: 2019-09-05Bibliographically approved
Mc Ewen, B. (2018). Epigenetics gives new knowledge about learning: The example physical education. In: Odilla Finlayson, Eilish McLoughlin, Sibel Erduran, Peter Childs (Ed.), Electronic Proceedings of the ESERA 2017 Conference: Research, Practice and Collaboration in Science Education. Paper presented at ESERA 2017 Conference, Dublin City University, Dublin, Ireland. 21st-25th August, 2017 (pp. 367-374). Dublin, Ireland: Dublin City University, Part 2
Open this publication in new window or tab >>Epigenetics gives new knowledge about learning: The example physical education
2018 (English)In: Electronic Proceedings of the ESERA 2017 Conference: Research, Practice and Collaboration in Science Education / [ed] Odilla Finlayson, Eilish McLoughlin, Sibel Erduran, Peter Childs, Dublin, Ireland: Dublin City University , 2018, Vol. Part 2, p. 367-374Conference paper, Published paper (Refereed)
Abstract [en]

New knowledge in biology accumulates fast. This has great implications, for example, for our views of learning. Brain research, as well as research in the new field of epigenetics, have been very intense during the last few decades, and will doubtless influence our view of learning. It is important to follow the development in biology, derive advantages from new insights, and to consider changed practices at school. This paper is an example of how an increased amount of physical education in the school timetable could increase performance in theoretical school subjects. This relation is discussed in the light of the recently discovered epigenetic mechanisms. Studies have revealed epigenetic modifications in the brain cells during learning. Learning, combined with physical activity, has revealed increased epigenetic modifications. Thus, it has been speculated that epigenetic mechanisms might explain improved results in theoretical subjects due to physical activity. This ought to have implications for the school timetable, and lead to more physical education at school. It is discussed that one of the easiest ways to improve results in theoretical school subjects could be to increase the amount of physical education in the school timetable.

Place, publisher, year, edition, pages
Dublin, Ireland: Dublin City University, 2018
Keywords
Curriculum, Learning and Neuroscience, Nature of Science
National Category
Didactics
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-48262 (URN)978-1-873769-84-3 (ISBN)
Conference
ESERA 2017 Conference, Dublin City University, Dublin, Ireland. 21st-25th August, 2017
Available from: 2017-04-05 Created: 2017-04-05 Last updated: 2018-12-06Bibliographically approved
Walan, S. & Mc Ewen, B. (2018). Students' reflections on participation in a science and technology school competition. In: Odilla Finlayson, Eilish McLoughlin, Sibel Erduran, Peter Childs (Ed.), Electronic Proceedings of the ESERA 2017 Conference: Research, Practice and Collaboration in Science Education. Paper presented at ESERA 2017 Conference, Dublin City University, Dublin, Ireland. 21st-25th August 2017 (pp. 273-282). Dublin, Ireland, Part 2
Open this publication in new window or tab >>Students' reflections on participation in a science and technology school competition
2018 (English)In: Electronic Proceedings of the ESERA 2017 Conference: Research, Practice and Collaboration in Science Education / [ed] Odilla Finlayson, Eilish McLoughlin, Sibel Erduran, Peter Childs, Dublin, Ireland, 2018, Vol. Part 2, p. 273-282Conference paper, Published paper (Refereed)
Abstract [en]

Different kinds of efforts have been made in many countries to stimulate students' interest in science and technology, for example through school competitions. Few studies, however,have investigated the effect of school competitions in science and technology. This study centres onhow students participatingin the science and technology school competition The Technology Eightexperienced the outcomesof taking part inthe competition. Semi-structured interviews were conducted with seventeen 15-year-old students. Transcripts of the interviews were analysed based on contentand resulted in four categories: Social effects, Attitude to competitions, Stimulated interest in science and technology and Gained knowledge. The students enjoyed participating in the competition and found that it had a positive effect on the social situationin the classroom. Competitions were also appreciated and seen to encourage students to work harder. However, the competition didnot have much effect in changing interest in science and technology. Finally, the students found it difficult to express how the competition had contributed to gainingmore content knowledge in the subjects, but they emphasised the practical aspects of learning.

Place, publisher, year, edition, pages
Dublin, Ireland: , 2018
Keywords
Science and technology, school competition, outcome
National Category
Didactics
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-48261 (URN)978-1-873769-84-3 (ISBN)
Conference
ESERA 2017 Conference, Dublin City University, Dublin, Ireland. 21st-25th August 2017
Available from: 2017-04-05 Created: 2017-04-05 Last updated: 2019-07-12Bibliographically approved
Walan, S. & Mc Ewen, B. (2018). Teachers’ and principals’ reflections on student participation in a school science and technology competition. Research in Science & Technological Education, 36(4), 391-412
Open this publication in new window or tab >>Teachers’ and principals’ reflections on student participation in a school science and technology competition
2018 (English)In: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, Vol. 36, no 4, p. 391-412Article in journal (Refereed) Published
Abstract [en]

Background: The European Union asks for renewed pedagogies in schools according to teaching strategies and necessary competences for the twenty-first century, instead of the often-used transmissive pedagogies. The national Swedish competition in science and technology for grade eight, The Technology Eight, provides an opportunity for teachers to work with instructional strategies in line with suggested pedagogies.

Purpose: To investigate teachers’ and principals’ reflections on the competition in schools.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
Principals’ reflections, school competitions, sTeM, teachers’ reflections
National Category
Social Sciences Didactics
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-65449 (URN)10.1080/02635143.2017.1420644 (DOI)000443911500001 ()
Available from: 2017-12-20 Created: 2017-12-20 Last updated: 2019-07-12Bibliographically approved
Walan, S. & Mc Ewen, B. (2017). Primary Teachers’ Reflections on Inquiry- and Context-Based Science Education. Research in science education, 47(2), 407-426
Open this publication in new window or tab >>Primary Teachers’ Reflections on Inquiry- and Context-Based Science Education
2017 (English)In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 47, no 2, p. 407-426Article in journal (Other academic) Published
Abstract [en]

Inquiry- and context-based teaching strategies have been proven to stimulate and motivate students’ interests in learning science. In this study, 12 teachers reflected on these strategies after using them in primary schools. The teachers participated in a continuous professional development (CPD) programme. During the programme, they were also introduced to a teaching model from a European project, where inquiry- and context-based education (IC-BaSE) strategies were fused. The research question related to teachers’ reflections on these teaching strategies, and whether they found the model to be useful in primary schools after testing it with their students. Data collection was performed during the CPD programme and consisted of audio-recorded group discussions, individual portfolios and field notes collected by researchers. Results showed that compared with using only one instructional strategy, teachers found the new teaching model to be a useful complement. However, their discussions also showed that they did not reflect on choices of strategies or purposes and aims relating to students’ understanding, or the content to be taught. Before the CPD programme, teachers discussed the use of inquiry mainly from the aspect that students enjoy practical work. After the programme, they identified additional reasons for using inquiry and discussed the importance of knowing why inquiry is performed. However, to develop teachers’ knowledge of instructional strategies as well as purposes for using certain strategies, there is need for further investigations among primary school teachers.

Place, publisher, year, edition, pages
Springer, 2017
Keywords
Primary science teachers, Inquiry-based, Context-based, Instructional strategies, Pedagogical content knowledge
National Category
Didactics Biological Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-41081 (URN)10.1007/s11165-015-9507-5 (DOI)000398944800008 ()
Available from: 2016-03-17 Created: 2016-03-17 Last updated: 2019-07-12Bibliographically approved
Walan, S., Nilsson, P. & Mc Ewen, B. (2017). Why Inquiry?: Primary Teachers' Objectives in Choosing Inquiry- and Context-Based Instructional Strategies to Stimulate Students' Science Learning. Research in science education, 47(5), 1055-1074
Open this publication in new window or tab >>Why Inquiry?: Primary Teachers' Objectives in Choosing Inquiry- and Context-Based Instructional Strategies to Stimulate Students' Science Learning
2017 (English)In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 47, no 5, p. 1055-1074Article in journal (Refereed) Published
Abstract [en]

Studies have shown that there is a need for pedagogical content knowledge among science teachers. This study investigates two primary teachers and their objectives in choosing inquiry- and context-based instructional strategies as well as the relation between the choice of instructional strategies and the teachers' knowledge about of students' understanding and intended learning outcomes. Content representations created by the teachers and students' experiences of the enacted teaching served as foundations for the teachers' reflections during interviews. Data from the interviews were analyzed in terms of the intended, enacted, and experienced purposes of the teaching and, finally, as the relation between intended, enacted, and experienced purposes. Students' experiences of the teaching were captured through a questionnaire, which was analyzed inductively, using content analysis. The results show that the teachers' intended teaching objectives were that students would learn about water. During the enacted teaching, it seemed as if the inquiry process was in focus and this was also how many of the students experienced the objectives of the activities. There was a gap between the intended and experienced objectives. Hardly any relation was found between the teachers' choice of instructional strategies and their knowledge about students' understanding, with the exception that the teacher who also added drama wanted to support her students' understanding of the states of water.

National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-65818 (URN)10.1007/s11165-016-9540-z (DOI)000408707400006 ()
Available from: 2018-01-25 Created: 2018-01-25 Last updated: 2018-07-04Bibliographically approved
Walan, S., Mc Ewen, B. & Gericke, N. (2016). Enhancing primary science: An exploration of teachers' own ideas of solutions to challenges in inquiry- and context-based teaching. Education 3-13, 44(1), 81-92
Open this publication in new window or tab >>Enhancing primary science: An exploration of teachers' own ideas of solutions to challenges in inquiry- and context-based teaching
2016 (English)In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 44, no 1, p. 81-92Article in journal (Refereed) Published
Abstract [en]

Studies of inquiry- and context-based science education (IC-BaSE) have shown that teachers find these approaches problematic. In this study, 12 primary school teachers’ reflections on challenges related to IC-BaSE are explored. The aim of the study was to investigate which challenges primary teachers experience when working with IC-BaSE and how these may be solved. Group discussions and individual portfolios were used for data collection. Content analysis showed that the challenges teachers experienced were mainly practical relating to: how to find contexts, lack of time, handling big classes, students working at different paces, handling materials, and the teachers' need of control. The teachers also presented their own ideas of solutions to the challenges.

Place, publisher, year, edition, pages
Routledge, 2016
Keywords
inquiry- and context-based education; primary school; practical challenges; solutions
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-38249 (URN)10.1080/03004279.2015.1092456 (DOI)000372337700009 ()
Available from: 2015-10-27 Created: 2015-10-27 Last updated: 2019-07-12Bibliographically approved
Mc Ewen, B. (2016). Skolämnens betydelse för val till ingenjörsstudier: Olika mönster hos kvinnor och män. In: : . Paper presented at Forskning i naturvetenskapernas didaktik, FND, Högskolan i Dalarna 9-10 november 2016.
Open this publication in new window or tab >>Skolämnens betydelse för val till ingenjörsstudier: Olika mönster hos kvinnor och män
2016 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:kau:diva-46429 (URN)
Conference
Forskning i naturvetenskapernas didaktik, FND, Högskolan i Dalarna 9-10 november 2016
Available from: 2016-10-10 Created: 2016-10-10 Last updated: 2019-06-03Bibliographically approved
Mc Ewen, B. (2016). The need of teacher professional development in rapidly expanding fields of biology. In: : . Paper presented at ERIDOB2016 - Eleventh Conference of European Researchers in Didactics of Biology, Karlstad 5th - 9th September 2016.
Open this publication in new window or tab >>The need of teacher professional development in rapidly expanding fields of biology
2016 (English)Conference paper, Poster (with or without abstract) (Refereed)
National Category
Didactics
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-41117 (URN)
Conference
ERIDOB2016 - Eleventh Conference of European Researchers in Didactics of Biology, Karlstad 5th - 9th September 2016
Available from: 2016-03-22 Created: 2016-03-22 Last updated: 2017-04-05Bibliographically approved
Mc Ewen, B. & Lidesten, B.-M. (2015). A professional learning initiative in bio informatics and evolution for senior-level and upper secondary school teachers.. In: : . Paper presented at ESERA (European Science Education Research Association) 31 Aug-4 Sept Helsinki, Finland.
Open this publication in new window or tab >>A professional learning initiative in bio informatics and evolution for senior-level and upper secondary school teachers.
2015 (English)Conference paper, Poster (with or without abstract) (Refereed)
National Category
Didactics
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-35874 (URN)
Conference
ESERA (European Science Education Research Association) 31 Aug-4 Sept Helsinki, Finland
Available from: 2015-04-17 Created: 2015-04-17 Last updated: 2017-12-06Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-4984-2415

Search in DiVA

Show all publications