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  • 1.
    Chang Rundgren, Shu Nu
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences. Stockholm University.
    Nyberg, Lars
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Evers, Mariele
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences. Germany.
    Alexandersson, Jan
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Learning about flood risk: Comparing the Web-based and physical flood-walk learning environments2015In: Asia-Pacific Forum on Science Learning and Teaching, ISSN 1609-4913, E-ISSN 1609-4913, Vol. 16, no 1Article in journal (Refereed)
    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.

  • 2.
    Chang, Shu-Nu
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier.
    Investigating Taiwanese 9th-graders’ scientific literacy via authentic assessment2008In: Asia-Pacific Forum on Science Learning and Teaching, ISSN 1609-4913, E-ISSN 1609-4913, Vol. 9, no 1, p. article 15-Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to introduce Taiwanese last curriculum standards and the development of authentic assessment to investigate 9th-graders’ scientific literacy in Taiwan. From this study, it was revealed that authentic assessment provided another possibility to evaluate students’ scientific cognition better than the traditional achievement tests. Besides, the hands-on activity developed by this study offered an opportunity to make students enjoy the examination more and showed a higher consistency with lower-achievement students’ performance on the national entrance exam. The discussion and implementation are presented.

  • 3.
    Chang, Shu-Nu
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier.
    Teaching argumentation through the visual models in a resource-based learning environment2007In: Asia-Pacific Forum on Science Learning and Teaching, ISSN 1609-4913, E-ISSN 1609-4913, Vol. 8, no 1, p. article 5-Article in journal (Refereed)
    Abstract [en]

    Scientific literacy is the ultimate goal in science education world-wide; especially in this modern society of science and technology. How to help individuals to make good judgments and promote their skills of argumentation becomes an important issue. Meanwhile, in the Information Age, visual image is an important medium for conveying information. The purpose of this study is to teach argumentation through visual models in a non-science major class and to investigate which visual models of argumentation students like to choose for constructing their arguments concerning genetically modified food in a resource-based learning environment. The results revealed that most of the participants chose Lakatos’ scientific research programmes as the model to construct their arguments most, and there were three kinds of reasons participants provided about why they chose this model. In addition, the questions concerning genetically modified food that students felt interested to explore were also investigated. The implications for teaching are discussed.

  • 4.
    Chang-Rundgren, Shu-Nu
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences (from 2013). Stockholm University.
    Yao, Bao Jun
    Jiangxi Normal University, China.
    Visualization in research and science teachers’ professional development2014In: Asia-Pacific Forum on Science Learning and Teaching, ISSN 1609-4913, E-ISSN 1609-4913, Vol. 15, no 2Article in journal (Refereed)
    Abstract [en]

    Based on the importance and widely use of visualization in science, this article has a three-fold aim related to the terms of visualization, representation and model that in recent years have been introduced to the field of science education without clear differentiation. Firstly, the three terms are discussed with examples to provide a common ground for the following discussion. Secondly, the roles of visualization in science education are delineated to inform teachers how visualization can be used to enhance their teaching and students’ learning in science. Thirdly, based on visualization research in science education, there are a number of aspects that we need to consider while embedding the proposed visualization into the development of teachers’ professional knowledge. We hope to contribute to pre-and in-service science teachers’ professional development linked to the use of visualization in science education. © 2014 HKIEd APFSLT.

  • 5.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    How interests in science and technology have taken women to an engineering careeer2013In: Asia-Pacific Forum on Science Learning and Teaching, ISSN 1609-4913, E-ISSN 1609-4913, Vol. 14, no 1, p. Article-1Article in journal (Refereed)
  • 6.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    How interests in science and technology have taken women to an engineering career2013In: Asia-Pacific Forum on Science Learning and Teaching, ISSN 1609-4913, E-ISSN 1609-4913, Vol. 14, no 1Article in journal (Refereed)
    Abstract [en]

    This study connects to gender issues within the field of science and technology. Women who had started strongly male-dominated engineering educations at Karlstad University were interviewed to find out why they had chosen these programs. A very clear picture emerged about the professions of the women’s fathers. Almost all fathers were engineers or employed in positions that required skills in technology. The women described their fathers as the most important person who had introduced them into the traditionally masculine technology world during childhood. Also other male relatives had influenced the women often in the same way as fathers had done. Mothers had encouraged their daughters for further studies, but not necessarily in the field of science and technology. Mathematics had often been the gateway to studies in science and technology. Thus, these women started early on a trajectory into a technical career. It is discussed if only girls with this strong masculine models and influences can enjoy settings with male norms or if these norms ought to be changed. Results from this study show that it is important to early influence young girls to opportunities that will stimulate their interests in science and technology. © 2013 HKIEd APFSLT.

  • 7.
    Mc Ewen, Birgitta
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences.
    Clemént, Pierre
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Nyberg, Eva
    Hagman, Mats
    Landström, Jan
    Female and male teachers’ pro-environmental behaviour, conceptions and attitudes towards nature and the environment do not differ: Ecofeminism put to the test2015In: Asia-Pacific Forum on Science Learning and Teaching, ISSN 1609-4913, E-ISSN 1609-4913, Vol. 16, no 1, p. 1-25, article id 3Article in journal (Refereed)
    Abstract [en]

    Abstract Teachers' pro-environmental behaviour, conceptions and attitudes towards nature and the environment were investigated using 47 questions from the BIOHEAD-Citizen questionnaire. The sample included 1,109 pre-and in-service teachers from Sweden and France. Analyses showed only few significant differences between female and male teachers. Forty-one questions were further analysed in terms of ecofeminism. Ecofeminism claims that women and men's conceptions and attitudes towards nature and the ...

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