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BETA
Rundgren, Shu-Nu ChangORCID iD iconorcid.org/0000-0002-9521-1737
Alternative names
Publications (10 of 54) Show all publications
Lunde, T., Chang Rundgren, S.-N. & Drechsler, M. (2016). Exploring the negotiation of the meaning of laboratory work in a continuous professional development program for lower secondary teachers. The Electronic Journal of Science Education, 20(8), 28-48
Open this publication in new window or tab >>Exploring the negotiation of the meaning of laboratory work in a continuous professional development program for lower secondary teachers
2016 (English)In: The Electronic Journal of Science Education, ISSN 1087-3430, Vol. 20, no 8, p. 28-48Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Southwestern University, 2016
Keywords
laboratory work, inquiry-based science teaching, negotiation, continuous professional development
National Category
Didactics
Identifiers
urn:nbn:se:kau:diva-33298 (URN)
Available from: 2014-08-01 Created: 2014-08-01 Last updated: 2017-12-06Bibliographically approved
Olsson, D., Gericke, N. & Shu-Nu, C.-R. (2016). The effect of implementation of education for sustainable development in Swedish compulsory schools: Assesing pupils' sustainability consciousness. Environmental Education Research, 22(2), 176-202
Open this publication in new window or tab >>The effect of implementation of education for sustainable development in Swedish compulsory schools: Assesing pupils' sustainability consciousness
2016 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 22, no 2, p. 176-202Article in journal (Refereed) Published
Abstract [en]

During the past decade, numerous schools in Sweden have implemented education for sustainable development (ESD) as an explicit guiding approach in teaching. In this paper, we investigate the effect of this approach in comparison with that of pupils taught in ordinary schools. Accordingly, we introduce the concept of sustainability consciousness to represent the holistic view of sustainability. Within the concept of sustainability consciousness, we combine and investigate the environmental, economic, and social dimensions of sustainable development in terms of sustainability knowingness, attitudes, and behavior. A Likert-scale questionnaire with 50 items was developed to evaluate pupils’ sustainability consciousness through a nationwide study in Sweden. A total of 1773 pupils from the 6th and 9th grades participated. The results indicated that the ESD profile schools had a small positive effect on the pupils’ sustainability consciousness, while in grade 9 the effect was negative. The implications for further ESD implementation are discussed.

Place, publisher, year, edition, pages
London: Routledge, 2016
Keywords
Compulsory school, Education for sustainable development, Pupils’ perceptions, Sustainability attitudes, Sustainability behavior, Sustainability consciousness
National Category
Environmental Sciences
Research subject
Biology; Education; Environmental Science
Identifiers
urn:nbn:se:kau:diva-33773 (URN)10.1080/13504622.2015.1005057 (DOI)000371816300002 ()
Funder
Swedish Research Council, B0589701
Note

This article has been published after the thesis defense. In the thesis it has the title The effect of implementation of education for sustainable development in Swedish compulsory schools : assesing pupils' sustainability consciousness

Available from: 2014-09-22 Created: 2014-09-22 Last updated: 2018-06-04Bibliographically approved
Bergqvist, A., Drechsler, M. & Chang Rundgren, S.-N. (2016). Upper Secondary Teachers' Knowledge for Teaching Chemical Bonding Models. International Journal of Science Education, 38(2), 298-318
Open this publication in new window or tab >>Upper Secondary Teachers' Knowledge for Teaching Chemical Bonding Models
2016 (English)In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 38, no 2, p. 298-318Article in journal (Refereed) Published
Abstract [en]

Researchers have shown a growing interest in science teachers' professional knowledge in recent decades. The article focuses on how chemistry teachers impart chemical bonding, one of the most important topics covered in upper secondary school chemistry courses. Chemical bonding is primarily taught using models, which are key for understanding science. However, many studies have determined that the use of models in science education can contribute to students' difficulties understanding the topic, and that students generally find chemical bonding a challenging topic. The aim of this study is to investigate teachers' knowledge of teaching chemical bonding. The study focuses on three essential components of pedagogical content knowledge (PCK): (1) the students' understanding, (2) representations, and (3) instructional strategies. We analyzed lesson plans about chemical bonding generated by 10 chemistry teachers with whom we also conducted semi-structured interviews about their teaching. Our results revealed that the teachers were generally unaware of how the representations of models they used affected student comprehension. The teachers had trouble specifying students' difficulties in understanding. Moreover, most of the instructional strategies described were generic and insufficient for promoting student understanding. Additionally, the teachers' rationale for choosing a specific representation or activity was seldom directed at addressing students' understanding. Our results indicate that both PCK components require improvement, and suggest that the two components should be connected. Implications for the professional development of pre-service and in-service teachers are discussed.

Keywords
Chemical bonding, Pedagogical content knowledge, Students' understanding, Chemistry education, Models
National Category
Educational Sciences Chemical Sciences
Research subject
Chemistry
Identifiers
urn:nbn:se:kau:diva-41681 (URN)10.1080/09500693.2015.1125034 (DOI)000372095200007 ()
Available from: 2016-04-13 Created: 2016-04-13 Last updated: 2017-12-06Bibliographically approved
Chang Rundgren, S. N., Nyberg, L., Evers, M. & Alexandersson, J. (2015). Learning about flood risk: Comparing the Web-based and physical flood-walk learning environments. Asia-Pacific Forum on Science Learning and Teaching, 16(1)
Open this publication in new window or tab >>Learning about flood risk: Comparing the Web-based and physical flood-walk learning environments
2015 (English)In: Asia-Pacific Forum on Science Learning and Teaching, ISSN 1609-4913, E-ISSN 1609-4913, Vol. 16, no 1Article in journal (Refereed) Published
Abstract [en]

Numerous of sustainable development related challenges are emerging today, e.g. flooding problems. Our group has developed ’the flood walk’ project since 2010 to convey flood risk knowledge in an authentic context. Considering the limitation of time and space to educate people the flood risk knowledge, we tried to transform the physical flood walk field trip into a Web-based virtual trip. In this study, we aim to examine whether the Web-based flood-walk environment can help participants to achieve the same learning outcome as its authentic counterpart. A total of 65 upper secondary school pupils participated in this study. The results illustrate that a physical experience is irreplaceable, and the importance of providing physical experiences for learners in both formal and informal education needs to be emphasised.

Place, publisher, year, edition, pages
Asia-Pacific Forum on Science Learning and Teaching, 2015
Keywords
Attitude; Flood; Learning environment; Risk knowledge; Web-based
National Category
Environmental Analysis and Construction Information Technology
Research subject
Environmental Science
Identifiers
urn:nbn:se:kau:diva-44815 (URN)2-s2.0-84973293693 (Scopus ID)
Available from: 2016-08-15 Created: 2016-08-15 Last updated: 2017-12-06Bibliographically approved
Lunde, T., Rundgren, C.-J. & Chang Rundgren, S.-N. (2015). När läroplan och tradition möts: hur högstadielärare bemöter yttre förväntningar på undersökande arbete i naturämnesundervisningen. NorDiNa: Nordic Studies in Science Education, 11(1), 88-101
Open this publication in new window or tab >>När läroplan och tradition möts: hur högstadielärare bemöter yttre förväntningar på undersökande arbete i naturämnesundervisningen
2015 (Swedish)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 11, no 1, p. 88-101Article in journal (Refereed) Published
Abstract [en]

The current Swedish curricula for compulsory school (Lgr11) emphasize inquiry-based science teaching to develop pupils’ critical thinking while the Swedish laboratory teaching tradition emphasize laboratory work to gain students conceptual understanding. The aim of this study is to illuminate how a group of teachers within the Swedish teaching tradition, based on the prevailing condition, met the external expectations of involving pupils in inquiry-based science teaching. During a teacher professional development program, the entire group of lower secondary science teachers within a school district, twelve in total, participated in group reflections about own inquiry activities. The results indicated that teachers, despite shortage of activates, wanted to involve pupils in inquiry-based science teaching to meet the curricula’s’ and national tests’ request for such activities. The teachers did this through hybridization, in which the teachers opened up and transformed existing laboratory activities; and by imitation, in which they imitated how investigative inquiry is carried out on national tests. Inquiry-based science teaching, as it emerges in this study, possessed several characteristics might limiting the potential for pupils to develop an understanding functional for critical thinking in private- and public lives. 

Keywords
inquiry-based science teaching, laboratory work, science education, lower secondary, teaching tradition, curricula, undersökande arbetssätt, laborativt arbete, laborationer, naturämnen, grundskolans senare del, undervisningstradition, läroplan
National Category
Didactics
Identifiers
urn:nbn:se:kau:diva-33297 (URN)
Available from: 2014-08-01 Created: 2014-08-01 Last updated: 2017-12-06Bibliographically approved
Walan, S. & Chang Rundgren, S.-N. (2015). Student responses to a context- and inquiry-based three-step teaching model. Teaching science, 61(2), 33-39
Open this publication in new window or tab >>Student responses to a context- and inquiry-based three-step teaching model
2015 (English)In: Teaching science, ISSN 1449-6313, Vol. 61, no 2, p. 33-39Article in journal (Refereed) Published
Abstract [en]

Research has indicated that both context- and inquiry-based approaches could increase student interest in learning sciences. This case study aims to present a context- and inquiry-based combined teaching approach, using a three-step teaching model developed by the PROFILES project, and investigates Swedish students' responses to the activity. A Likert scale questionnaire was used for the data collection. The results of a total of 105 15-year-old students showed that, overall, the students were highly positive about this science teaching module.

Place, publisher, year, edition, pages
Australian Science Teachers Association: , 2015
National Category
Educational Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-38248 (URN)
Available from: 2015-10-27 Created: 2015-10-27 Last updated: 2017-12-06Bibliographically approved
Christenson, N. & Rundgren, S.-N. C. (2014). A Framework for Teachers’ Assessment of Socio-scientific Argumentation: An example using the GMO issue. Journal of Biological Education (2), 204-212
Open this publication in new window or tab >>A Framework for Teachers’ Assessment of Socio-scientific Argumentation: An example using the GMO issue
2014 (English)In: Journal of Biological Education, ISSN 0021-9266, E-ISSN 2157-6009, no 2, p. 204-212Article in journal (Refereed) Published
Abstract [en]

Socio-scientific issues (SSI) have proven to be suitable contexts for students to actively reflect on and argue about complex social issues related to science. Research has indicated that explicitly teaching SSI argumentation is a good way to help students develop their argumentation skills and make them aware of the complexity of SSI. However, assessing the quality of students’ arguments on SSI is evidently difficult for many teachers. This article aims to facilitate teachers’ assessment of the quality of students’ arguments on SSI by introducing a new assessment framework that represents a low degree of complexity and exemplifying it by applying it to students’ written SSI argumentation concerning genetically modified organisms (GMO). The new assessment framework considers both the quality indicators presented in the research literature and curricular guidelines for the science courses in Swedish secondary and upper secondary school. The framework focuses on both the content and the structure that can be revealed in students’ SSI argumentation and is meant to function as a tool for identifying quality indicators that could serve as the basis for grading.

Place, publisher, year, edition, pages
Routledge, 2014
Keywords
Socio-scientific issues, Argumentation, Reasoning, Assessment, Framework
National Category
Didactics
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-35871 (URN)10.1080/00219266.2014.923486 (DOI)000354174600009 ()
Available from: 2015-04-17 Created: 2015-04-17 Last updated: 2017-12-06Bibliographically approved
Lunde, T. & Chang Rundgren, S.-N. (2014). Developing a continuous professional development to enhance inquiry-based science teaching.. In: Bolte, C., & Rauch, F (Ed.), Enhancing Inquiry-based Science Professional Development in Europe: PROFILES Project and other Projects funded by the European Commission. Paper presented at 1st PROFILES (Professional Reflection Oriented Focus on Inquiry-based Learning and Education through Science) conference. Aug 25-27, Berlin/Germany. y..
Open this publication in new window or tab >>Developing a continuous professional development to enhance inquiry-based science teaching.
2014 (English)In: Enhancing Inquiry-based Science Professional Development in Europe: PROFILES Project and other Projects funded by the European Commission / [ed] Bolte, C., & Rauch, F, 2014Conference paper, Poster (with or without abstract) (Other academic)
Abstract [en]

In this paper, based on PROFILES, a continuous professional development (CPD) program developed in Karlstad Sweden is presented. A main strategy was to incorporate the elements of (1) the existing laboratory teaching tradition and (2) the teachers’ group reflections on inquiry-based science teaching mentioned in Swedish curriculum (Lgr 11), besides offering possibilities to use new equipment and using PROFILES three-step teaching module as teaching support. This was to facilitate the teachers’ negotiation process between the key ideas of laboratory work existing in the Swedish teaching tradition/teaching practice and of laboratory inquiry-based teaching discussed in the international literature. The CPD program demonstrated the co-constructing process among the in-service science teachers and the CPD provider. The participants were 15 lower secondary teachers and the program lasted for forty hours distributed on the total of six workshops.

National Category
Didactics
Identifiers
urn:nbn:se:kau:diva-33766 (URN)978-3-9816683-1-5 (ISBN)
Conference
1st PROFILES (Professional Reflection Oriented Focus on Inquiry-based Learning and Education through Science) conference. Aug 25-27, Berlin/Germany. y.
Projects
PROFILES-project
Funder
EU, FP7, Seventh Framework Programme, 266589
Available from: 2014-09-22 Created: 2014-09-22 Last updated: 2017-12-06Bibliographically approved
Walan, S. & Chang Rundgren, S.-N. (2014). Investigating preschool and primary school teachers´ self-efficacy and needs in teaching science: A pilot study. CEPS Journal, 4(1), 51-67
Open this publication in new window or tab >>Investigating preschool and primary school teachers´ self-efficacy and needs in teaching science: A pilot study
2014 (English)In: CEPS Journal, ISSN 1855-9719, Vol. 4, no 1, p. 51-67Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Ljubljana: , 2014
Keywords
Preschool, Primary school, Science, Self-efficacy, Teacher’s need
National Category
Didactics
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-35180 (URN)
Funder
EU, European Research Council, 266589
Available from: 2015-02-09 Created: 2015-02-09 Last updated: 2017-12-06Bibliographically approved
Lunde, T., Chang Rundgren, S.-N. & Drechsler, M. (2014). Negotiating the meaning of laboratory work work adressing inquiry-based science teaching. In: : . Paper presented at Nordic reseach symposium on science education (NFSUN)2014,: Inquiry-based science education in technology-rich environments: jun 4-6, Helsinki, Finland.
Open this publication in new window or tab >>Negotiating the meaning of laboratory work work adressing inquiry-based science teaching
2014 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Abstract The purpose of this study is to explore teachers’ negotiation process between the key ideas of laboratory work existing in the Swedish teaching tradition and of inquiry-based science teaching discussed in the international literature. The participants were 15 lower secondary teachers who joined an in-service teacher training program. Two times of group reflections were audio recorded and one focused group interview were collected as data resources. The preliminary result, based on two groups of six teachers, indicated that the negotiation process turned out very differently in different groups dependent on how the participant challenged themselves and negotiated with each other. The reflections concerning the awareness of different purposes on doing laboratory work for science teaching and learning were successful reached in one of the groups, while limited for the other one, , even though they were developing similar teaching activities during the program. The implication to inquiry-based science teaching for teacher training is presented.

Keywords
laboratory work, inquiry-based, negotiation, lower secondary, teacher training
National Category
Educational Sciences
Identifiers
urn:nbn:se:kau:diva-33737 (URN)
Conference
Nordic reseach symposium on science education (NFSUN)2014,: Inquiry-based science education in technology-rich environments: jun 4-6, Helsinki, Finland
Available from: 2014-09-17 Created: 2014-09-17 Last updated: 2017-12-06Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-9521-1737

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