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Exploring the negotiation of the meaning of laboratory work in a continuous professional development program for lower secondary teachers
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
(English)Article in journal (Refereed) Submitted
Keyword [en]
laboratory work, inquiry-based science teaching, negotiation, continuous professional development
National Category
Didactics
Identifiers
URN: urn:nbn:se:kau:diva-33298OAI: oai:DiVA.org:kau-33298DiVA: diva2:735812
Available from: 2014-08-01 Created: 2014-08-01 Last updated: 2015-08-10Bibliographically approved
In thesis
1. När läroplan och tradition möts: Om lärarfortbildning och undersökande aktiviteters syfte inom den laborativa NO-undervisningen i grundskolans senare del
Open this publication in new window or tab >>När läroplan och tradition möts: Om lärarfortbildning och undersökande aktiviteters syfte inom den laborativa NO-undervisningen i grundskolans senare del
2014 (Swedish)Licentiate thesis, comprehensive summary (Other academic)
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.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2014. 83 p.
Series
Karlstad University Studies, ISSN 1403-8099 ; 2014:42
Keyword
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
National Category
Didactics
Research subject
Chemistry
Identifiers
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 (Swedish)
Opponent
Supervisors
Available from: 2014-08-28 Created: 2014-08-03 Last updated: 2014-09-22Bibliographically approved

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