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När läroplan och tradition möts: hur högstadielärare bemöter yttre förväntningar på undersökande arbete i naturämnesundervisningen
Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
Stockholms universitet.
Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper. Stockholms universitet.ORCID-id: 0000-0002-9521-1737
2015 (svensk)Inngår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 11, nr 1, s. 88-101Artikkel i tidsskrift (Fagfellevurdert) 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. 

sted, utgiver, år, opplag, sider
2015. Vol. 11, nr 1, s. 88-101
Emneord [en]
inquiry-based science teaching, laboratory work, science education, lower secondary, teaching tradition, curricula
Emneord [sv]
undersökande arbetssätt, laborativt arbete, laborationer, naturämnen, grundskolans senare del, undervisningstradition, läroplan
HSV kategori
Identifikatorer
URN: urn:nbn:se:kau:diva-33297OAI: oai:DiVA.org:kau-33297DiVA, id: diva2:735811
Tilgjengelig fra: 2014-08-01 Laget: 2014-08-01 Sist oppdatert: 2017-12-06bibliografisk kontrollert
Inngår i avhandling
1. När läroplan och tradition möts: Om lärarfortbildning och undersökande aktiviteters syfte inom den laborativa NO-undervisningen i grundskolans senare del
Åpne denne publikasjonen i ny fane eller vindu >>När läroplan och tradition möts: Om lärarfortbildning och undersökande aktiviteters syfte inom den laborativa NO-undervisningen i grundskolans senare del
2014 (svensk)Licentiatavhandling, med artikler (Annet vitenskapelig)
Abstract [en]

The Swedish curricula for compulsory school science emphasize laboratory inquiry-based science teaching (IBST) to develop pupils’ critical thinking. In contrast, several studies indicate that teachers within the Swedish teaching tradition almost solely emphasize laboratory work as a way to gain students understanding of traditional science content. In this thesis the aim is to investigate how this gap emerged in lower secondary science teaching and to investigate possible ways to bridge this gap between curricula and tradition. Two studies were carried out. In the first study, the aim was to explore how science teachers met the curricula’s expectations of involving pupils in IBST. The result is based on twelve teachers reflecting in groups about their own inquiry activities. Two strategies were identified. Hybridization (existing laboratory activities were transformed) and imitation (investigative inquiry as carried out on national tests was imitated). The way scientific practices are represented in such activities is probably limiting pupils’ potential for critical thinking in everyday life. In the second study, possibilities to bridge gaps between the laboratory tradition and IBST in curricula were explored within a teacher professional development program. Tensions between key ideas of laboratory work in Swedish teaching tradition and IBST, as discussed in international literature, were made explicit. It was then used as a point of departure to negotiate upon the purposes of involving students in laboratory work. The result was based on ten teachers divided in three groups. Eventually, two out of the three groups did explicit articulated awareness of different purposes linked to different types of laboratory activities. The third group showed limited awareness although they developed similar activities as the two other groups. This indicates that teaching tradition is an important variable when implementing new ideas and worthy taking into account and challenge.

 

Abstract [sv]

Baksidestext

Grundskolans läroplan för naturämnena betonar laborativt undersökande arbete i syftet att utveckla elevers kritiska tänkande medan undervisningstraditionen betonar laborationer i syftet att ge ökad förståelse för ämnesinnehåll. Syftet med denna avhandling var att undersöka hur detta glapp gestaltar sig i senare delen av grundskolan och hur detta glapp kan överbryggas. I delstudie ett utforskades lärares sätt att tillmötesgå förväntningar om undersökande arbete. Två strategier identifierades: hybridisering (befintliga laborationer omformades) och imitering (nationella prov härmades). Det finns risk för att dessa aktiviteter framställer naturvetenskapliga praktiker på ett sätt som ger begränsade förutsättningar för kritiskt tänkande i vardagsliv. I delstudie två utforskades möjligheten av att använda spänningar mellan läroplan och laborationstradition som utgångspunkt för att överbrygga glapp mellan läroplan och tradition. Spänningar synliggjordes och var utgångspunkt för förhandling om syften med laborationer. Resultatet visade att två utav totalt tre grupper i slutändan explicit skiljde på olika syften med olika laborativa aktiviteter. Detta indikerar att laborationstraditionen är en viktig faktor, värd att ta med i beräkningen, när undersökande arbete ska införlivas.

sted, utgiver, år, opplag, sider
Karlstad: Karlstads universitet, 2014. s. 83
Serie
Karlstad University Studies, ISSN 1403-8099 ; 2014:42
Emneord
inquiry-based science teaching, laboratory work, teaching tradition, lower secondary, teacher professional development, undersökande arbetssätt, lärarfortbildning, undervisning, natururorienterande ämnen, laborationer, grundskolans senare del, läroplan, undervisningstradition
HSV kategori
Forskningsprogram
Kemi
Identifikatorer
urn:nbn:se:kau:diva-33305 (URN)978-91-7063-577-9 (ISBN)
Presentation
2014-09-19, 21 A 244, Karlstad universitet, Karlstad, 10:00 (svensk)
Opponent
Veileder
Tilgjengelig fra: 2014-08-28 Laget: 2014-08-03 Sist oppdatert: 2019-07-12bibliografisk kontrollert

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