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  • 1.
    Lunde, Torodd
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    När läroplan och tradition möts: Om lärarfortbildning och undersökande aktiviteters syfte inom den laborativa NO-undervisningen i grundskolans senare del2014Licentiate 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.

     

  • 2.
    Lunde, Torodd
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences. Karlstad University, Faculty of Social and Life Sciences.
    Chang Rundgren, Shu-Nu
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Developing a continuous professional development to enhance inquiry-based science teaching.2014In: 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 (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.

  • 3.
    Lunde, Torodd
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Chang Rundgren, Shu-Nu
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Matching Inquiry- and Context-based Science Education to Swedish Curricula.2012In: Inquiry-based Science Education in Europe: Reflections from the PROFILES Project / [ed] Bolte, C., Holbrook, J., Rauch, F., 2012, p. 179-182Conference paper (Other academic)
  • 4.
    Lunde, Torodd
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Chang Rundgren, Shu-Nu
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Drechsler, Michal
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Exploring the negotiation of the meaning of laboratory work in a continuous professional development program for lower secondary teachers2016In: The Electronic Journal of Science Education, ISSN 1087-3430, Vol. 20, no 8, p. 28-48Article in journal (Refereed)
  • 5.
    Lunde, Torodd
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Chang Rundgren, Shu-Nu
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Drechsler, Michal
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Negotiating the meaning of laboratory work work adressing inquiry-based science teaching2014Conference paper (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.

  • 6.
    Lunde, Torodd
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Rundgren, Carl-Johan
    Stockholms universitet.
    Chang Rundgren, Shu-Nu
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences. Stockholms universitet.
    När läroplan och tradition möts: hur högstadielärare bemöter yttre förväntningar på undersökande arbete i naturämnesundervisningen2015In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 11, no 1, p. 88-101Article in journal (Refereed)
    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. 

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