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  • 1.
    Boeve-de Pauw, Jelle
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). University of Antwerp, Belgien.
    De Loof, Haydée
    University of Antwerp, Belgien.
    Walan, Susanne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Van Petegem, Peter
    University of Antwerp, Belgien.
    Teachers’ self-efficacy and role when teaching STEM in high-tech informal learning environments2022In: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, p. 1-21Article in journal (Refereed)
    Abstract [en]

    BACKGROUND Informal learning environments (ILEs) like Fablabs and Makerspaces have potential to facilitate development of STEM skills. However, these environments might be difficult for teachers to adopt in their teaching because of teaching approaches grounded in constructionism where the role of the teacher changes from a transmissive instructor to an active co-creator, and using high-tech equipment not normally found in schools.PURPOSE The aim is to investigate teachers’ self-efficacy and perceived role when teaching STEM in Fablabs and Makerspaces. This is investigated related to teaching in ILEs and using high-tech equipment. The study was conducted in two countries/regions, Flanders (Belgium) and Sweden We also compare differences between teachers depending on nationality, gender, and years of teaching experience.SAMPLE A total of 347 secondary school teachers completed an online survey. Quantitative analyses was used for all questions in the survey, except one open-ended question, which was analysed through inductive thematic coding.RESULTS The teachers reported moderate self-efficacy for teaching in ILEs , and low self-efficacy for using high-tech equipment. Some teachers described themselves as having active roles as a coach or as co-learner during visits with their students. Others saw themselves as having a passive role. Many teachers did not know what kind of role to take. The teachers who perceived an active role as a teacher in high-tech ILEsreported higher self-efficacy to teach in these environments than other teachers.CONCLUSIONS This study shows that a constructionist approach to teaching is important if teachers are to develop self-efficacy to teach in high-techILEs. Thus, developing teacher practices in line with constructionism in relation to teaching in high-techILEsis imperative, in teacher education. The results also highlight that staff in Fablabs and Makerspaces are important for handling high-tech equipment. Hence, collaboration between staff in ILEs and teachers is of importance.

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  • 2.
    Christenson, Nina
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Geography, Media and Communication (from 2013).
    Walan, Susanne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Pre-service science teachers’ use and reflections on a model for assessing socioscientific argumentation2021Conference paper (Refereed)
    Abstract [en]

    Teaching socioscientific argumentation (SSA) is a challenging task. One difficulty is the assessment of students’performances. Based on an earlier framework for teachers’ assessment of SSA (TAF), we developed a model called PracticalAssessment of Socioscientific argumentation Model (PASM). The aim of this study is to present PASM and explore how pre-service science teachers (PSTs) develop their skills in assessing SSA by using PASM. Ten science PSTs were asked to preparearguments for and against the use of nuclear power and GMO. PASM comprised several rounds where the PSTs (divided intosmall groups) argued in favour of, or against, the topic discussed, or acted as examiner assessing the argumentation. Afterthe PSTs had tried all roles, including regular discussions where the examiner gave feedback to those arguing, the SSI shiftedfrom nuclear power to GMO and the whole cycle was repeated. Data were collected as audio-recordings of the groupdiscussions, field notes taken by both authors during joint discussions and PSTs individual written reflections, and wereanalysed using thematic analysis. Six main themes and several subthemes were identified in the data analysis: focus in theassessment, the tools in PASM such as the matrix and TAF, the nature of PASM, such as the roles and iterative cycles, andcoping strategies. The exercise made PSTs aware of the quality criteria that should be included in assessment of SSA. Thenature of PASM, with its iterative cycles and repeated reflections, expanded PSTs view of SSA assessment, which showed aprogression through the different stages of data collection. We conclude that it is of great importance to include trainingassessment of SSA in teacher education and that using the PASM model could be one way of doing this.

  • 3.
    Christenson, Nina
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Geography, Media and Communication (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Walan, Susanne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Pre-service teachers' use and reflections on a model for assessing socioscientific argumentation2022Conference paper (Refereed)
    Abstract [en]

    Pre-service science teachers’ use and reflections on a model for assessing socioscientific argumentation

     

    Teaching socioscientific argumentation (SSA) is a challenging task. One difficulty is the assessment of students’ performances. Based on an earlier framework for teachers’ assessment of SSA (TAF), we developed a model called Practical Assessment of Socioscientific argumentation Model (PASM). The aim of this study is to present PASM and explore how pre-service science teachers (PSTs) develop their skills in assessing SSA by using PASM. Ten science PSTs were asked to prepare arguments for and against the use of nuclear power and GMO. PASM comprised several rounds where the PSTs (divided into small groups) argued in favour of, or against, the topic discussed, or acted as examiner assessing the argumentation. After the PSTs had tried all roles, including regular discussions where the examiner gave feedback to those arguing, the SSI shifted from nuclear power to GMO and the whole cycle was repeated. Data were collected as audio-recordings of the group discussions, field notes taken by both authors during joint discussions and PSTs individual written reflections, and were analysed using thematic analysis. Six main themes and several subthemes were identified in the data analysis: focus in the assessment, the tools in PASM such as the matrix and TAF, the nature of PASM, such as the roles and iterative cycles, and coping strategies. The exercise made PSTs aware of the quality criteria that should be included in assessment of SSA. The nature of PASM, with its iterative cycles and repeated reflections, expanded PSTs view of SSA assessment, which showed a progression through the different stages of data collection. We conclude that it is of great importance to include training assessment of SSA in teacher education and that using the PASM model could be one way of doing this. 

    Keywords: SSI, argumentation, assessment

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  • 4.
    De Loof, Haydee
    et al.
    University of Antwerp, Belgien.
    Walan, Susanne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Boeve-de Pauw, Jelle
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). University of Antwerp, Belgien.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics (from 2013), Science, Mathematics and Engineering Education Research.
    High tech learning environments – Are teachers ready for the future?2019Conference paper (Refereed)
  • 5.
    Forsler, Annika
    et al.
    Halmstad University, Sweden.
    Nilsson, Pernilla
    Halmstad University, Sweden.
    Walan, Susanne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Capturing and Developing Teachers' Pedagogical Content Knowledge in Sustainable Development Using Content Representation and Video-Based Reflection2023In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898Article in journal (Refereed)
    Abstract [en]

    This study focuses on how science teachers' Pedagogical content knowledge (PCK) can be captured and developed with the support of Content representation (CoRe) in combination with video-based reflection when they plan, teach, and reflect on their teaching in sustainable development (SD). The theoretical framework is based on PCK, and the Refined consensus model (RCM) is used as a theoretical lens for conceptualising links between teaching practice and PCK development. Eleven upper-secondary school science teachers participated in the study. Data from two teachers were chosen to illustrate representative examples from the analysis. The findings indicate that the use of CoRe and video-based reflection provides opportunities for teachers to make their knowledge of practice explicit and help them begin to identify aspects within their own practice that are important for the further development of teaching SD. The use of RCM as an analytical tool also makes an important contribution to how RCM can be used to identify and capture teachers' PCK.

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  • 6.
    Forsler, Annika
    et al.
    Halmstad University, Sweden.
    Nilsson, Pernilla
    Halmstad University, Sweden.
    Walan, Susanne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Collective pedagogical content knowledge for teaching sustainable development2023In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774Article in journal (Refereed)
    Abstract [en]

    It is vital that upper secondary students gain a rich and deep knowledge of sustainability issues, as they will enter adulthood and working life within a short time. The students belong to a generation that will be intensely involved in managing several environmental issues to achieve sustainable development for our Earth. However, earlier research indicates that many teachers have a low self-efficacy for teaching sustainability issues. This study aimed to explore how science teacher teams in Swedish upper secondary schools can develop their knowledge and expertise in sustainable development (SD) through collective reflections with the support of the reflective tool Content Representation (CoRe). Science teachers' pedagogical content knowledge (PCK) development in teaching SD was examined. Twelve in-service science teachers participated in the study. The qualitative research design included semi-structured interviews and science teacher teams' collective meetings. The findings covered four themes about how the collective reflections with support of the CoRe tool stimulated teachers' PCK development: (1) creating structure and a focus for learning conversations, (2) modification of the teaching approach, (3) development of new content knowledge and pedagogical knowledge in SD, and (4) shared language to stimulate equal opportunities for students to learn SD. The conclusion is that with the support of CoRe, the teacher team's collective PCK in SD was developed; therefore, we recommend that decision-makers within the school system organize regular meetings in science teacher teams and introduce CoRe to the teachers.

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  • 7.
    Raaijmakers, Harald
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for Gender Studies (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Christenson, Nina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Geography, Media and Communication (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Walan, Susanne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Manuscript - Being sensitive and rational with imagination: students’ transformative aesthetic experiences of science issues in a third spaceManuscript (preprint) (Other academic)
  • 8.
    Raaijmakers, Harald
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).
    Walan, Susanne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Christenson, Nina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Geography, Media and Communication (from 2013).
    Developing an art- and science-based museum program into the third space2020Conference paper (Refereed)
  • 9.
    Raaijmakers, Harald
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).
    Walan, Susanne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Christenson, Nina
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Developing museum-school partnerships: art-based exploration of science issues in a third space2021In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 43, no 17, p. 2746-2768Article in journal (Refereed)
    Abstract [en]

    A third space can be unlocked through collaborative efforts between out-of-school organisations (like museums) and schools. By bridging museum and school contexts, blurring boundaries between disciplines and shifting between multiple perspectives on a subject, a third space, can contribute to meaningful science education. However, resources that support collaboration between museum educators and teachers are required. The educational design of a third space between museums and schools can enable an experience informed by context-based, interdisciplinary, and value-centred teaching strategies. This study conceptualises and validates the Alma-Löv-Programme (ALP), a museum resource designed to support students’ interdisciplinary, and value-centred learning in a third space. It applies an art-based teaching strategy that encourages student groups to address science issues depicted by contemporary art. Comparison of the Alma-Löv-Programme design guidelines to the design instantiations of the established Framework for Museum Practice showed that they are largely consistent. However, noted distinctions indicate several factors that may be important for preparation and exploration of a third space. The findings can inform the design of activities and programmes by educators in the out-of-school sector.

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  • 10.
    Raaijmakers, Harald
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).
    Walan, Susanne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Christenson, Nina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Geography, Media and Communication (from 2013).
    Exploring art-based science issues in the third space2021Conference paper (Refereed)
    Abstract [en]

    Context-based, interdisciplinary, and value-centred teaching can potentially turn the common perception of secondaryschool students that science education lacks relevance. Out-of-school contexts, like museums, can support schools with suchteaching approaches. Therefore, a structured partnership between museums and schools is essential. This study describes andanalyses the Alma-Löv-program, a museum resource designed to support students’ interdisciplinary, and value-centredlearning both in- and out-of-school. It applies an art-based teaching strategy that encourages student groups to addresscontemporary science issues depicted by art. We performed a comparative analysis of the Alma-Löv-program designguidelines in relation to the design instantiations of the established Framework for Museum Practice. The results indicate apredominant consistency between both, therefore validating the design and conceptualization of the Alma-Löv-program.However, observed differences suggest several factors that may be important for effective context-based, interdisciplinary,and value-centred teaching. Moreover, the results can have implications for preparation and exploration of the third space,in which museum educators, teachers and students create learning environments that blur boundaries between subjects,institutions, real life, and school.

  • 11.
    Walan, Susanne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Combining drama and prop making in a makerspace to stimulate girls’ interest in stem and their development of 21st century skills.2019Conference paper (Refereed)
    Abstract [en]

    The STEM sector needs to attract more people, especially girls. In addition, there is a need to stimulate the development of 21st century skills among young people. Few studies have investigated the outcomes of activities in makerspaces, and there seems to be no studies on combining makerspace activities with drama to stimulate interest in STEM and the development of 21st century skills. This study focuses on the outcomes of a unique project combining makerspace activities and drama, with regard to developing interest in STEM and 21st century skills. Ten girls aged 7–11 years participated in the three-month project. Their activities were supported by a project leader, a drama teacher and three female engineering students. Data were collected in interviews and observations with video recordings, as well as through documentation of the props made by the girls. Thematic coding was used in the analysis of the outcomes and the discussion draws on Activity Theory. This project blending drama and prop making in a makerspace learning environment showed positive outcomes: the girls developed 21st century skills, in terms of creativity, problem solving and cooperation. It was also evident that some of the girls had developed an interest in STEM. The female engineering students who were part of the project seemed to serve as role models. Future studies could further investigate how other skills and knowledge in different STEM subjects can be developed in similar projects.

  • 12.
    Walan, Susanne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Embracing Digital Technology in Science Classrooms-Secondary School Teachers' Enacted Teaching and Reflections on Practice2020In: Journal of Science Education and Technology, ISSN 1059-0145, E-ISSN 1573-1839, Vol. 29, no 3, p. 431-441Article in journal (Refereed)
    Abstract [en]

    The aim of this case study was to investigate what happens in science classrooms when teaching is almost entirely based on the use of digital technology. Two secondary school science teachers participated, together with their seventh grade classes. Data were collected through eight observation sessions (altogether about 9.5 h) and 9 h of interviews with the teachers. For analysis, a modified version of the Technological Pedagogical and Content Knowledge framework was used. The results showed the science teachers' general approach in the classroom and revealed that they were self-confident in using digital technology, and utilised predetermined digital study material and, when it was felt necessary, supplemental materials. The teachers were positive about using digital technology since they thought it motivated their students and made assessment easier. The teachers claimed that digital technology had improved their teaching, providing more breadth because of access to varied digital tools; teaching had also become more individualised. Few differences were identified between different lessons, whether in physics, chemistry or biology, and unfortunately the identified relationship between the use of digital technology and content knowledge was limited. The teachers also reflected on the challenges they faced, especially in supporting low-achieving students and effectively using inquiry-based teaching through digital technology. Despite some acknowledged limitations, the study enhances our knowledge about how the Technological Pedagogical Content Knowledge framework can be used as an analytical tool in authentic teaching, with specific contexts and, above all, when education is largely based on the comprehensive use of digital technology rather than its occasional integration.

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  • 13.
    Walan, Susanne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    From doing to learning: Inquiry- and context-based science education in primary school2016Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this thesis is to develop an understanding of primary school teachers’ knowledge of Inquiry- and Context-Based Science Education (IC-BaSE) from different perspectives: what it is, how to use it and why these strategies are used. There are at least two reasons for performing research in this field. First, there is a need for professional development in teaching science among primary school teachers. Second, IC-BaSE has been suggested to provide useful instructional strategies for stimulating students’ interests in learning science. The thesis contains four papers with the overall research question: How do primary school teachers reflect on Inquiry- and Context-based Science Education as a framework for teaching and learning in the primary school classroom? Both quantitative and qualitative research methods have been used. The main participants in the studies were twelve primary school teachers working with 10-12 year old students. The results are discussed with reference to theories mainly based on pragmatism, but also from a sociocultural perspective. Primary school teachers found IC-BaSE to provide useful instructional strategies in the primary school classroom, as it engaged their students and developed their skills in planning inquiries. The teachers developed their knowledge about IC-BaSE, what it is and how to use it.  Furthermore, the primary purpose of using IC-BaSE seemed to be that students should have fun. Students also responded positive to the use of IC-BaSE. However when teachers were informed about their students’ responses to IC-BaSE, they became more aware of the importance of informing the students about the purposes of the activities. The findings presented show that teachers need to move forward, not only be “doing”, but also knowing why they are doing the activities and how to do them. Students’ experiences can contribute to this awareness among teachers and develop the teaching practice.

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  • 14.
    Walan, Susanne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Från robotar till en palett av aktiviteter för att stimulera barns lärande om naturvetenskapliga begrepp2021Conference paper (Refereed)
  • 15.
    Walan, Susanne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science.
    Mellanstadieelevers syn på naturvetenskap som en del av vardagen utanför skolan2014In: FND 2014, Karlstad, 5-6 november, 2014., 2014Conference paper (Refereed)
  • 16.
    Walan, Susanne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Pre-service teachers' reflections when drama was integrated in a science teacher education program2022In: Journal of Biological Education, ISSN 0021-9266, E-ISSN 2157-6009, Vol. 56, no 2, p. 208-221Article in journal (Refereed)
    Abstract [en]

    In earlier studies, it has been argued that drama has the potential to stimulate learning in science. However, it is not widely used, one reason being that science teachers are not familiar with this instructional strategy. In this study, it was investigated how pre-service teachers in science developed dramas related to content in a biology course. The research question included how the pre-service teachers reflected on drama as an instructional strategy to stimulate conceptual understanding about cells and cell processes, both for themselves and for their future students. Ten pre-service teachers participated, all in their first year of studies to become teachers at secondary school. Data were collected in the form of student reports and video-recordings, showing the dramas they had created served as complements confirming the reports. The reports were analysed based on the tool Content Representations. The results showed that despite the fact that the pre-service teachers previously had never experienced drama in their science education, and that they identified critical aspects of using drama in science, they were positive about using drama in science education. Some of the pre-service teachers also argued that the use of drama helped them in their own understanding of cell processes.

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  • 17.
    Walan, Susanne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Star Wars Irl2017Conference paper (Other (popular science, discussion, etc.))
    Abstract [sv]

    Rymdmusik, finns det? Finns det ljud i rymden överhuvudtaget? Rymdfilmer, vad är sant och vad är falskt? Vilken roll spelar musiken i rymdfilmerna? Vi kombinerar fantastiska IRL rymdbilder med spännande musik.

  • 18.
    Walan, Susanne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Students' responses to visits at some researchers' night events2017In: NFSUN 2017 Synopsis Book, 2017, p. 26-29Conference paper (Refereed)
    Abstract [en]

    Several activities around the world aim to stimulate students’ interest in science, technology, engineering and mathematics. The European Researchers' Nights are one example. In this study it was investigated how seven students in the age 15-19 years responded to a visit at Researchers' Nights events. The students were interviewed and answers were analysed based on content. The results showed that the students were all positive to the visit and in most cases it was better than they had expected. The results were organised into the main themes: expectations versus experiences, interest in research context and relevance of research. Most of the students were positive about being a scientist and could even imagine a future science career. The contexts presented at the events were catching the interest of the students and were relating to the daily life of the students, or found to be of relevance for society. The study is a pilot and will be followed by a future study with more students included.

  • 19.
    Walan, Susanne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Teaching cells using drama: Reflections on practice2018Conference paper (Refereed)
    Abstract [en]

    Drama is used in science education as a method to enhance various abilities. A common reason for using drama is to stimulate conceptual understanding. This study reports on a project focusing on learning about cells, in which 50 student teachers participated in a teacher directed drama and some of them moved on to create their own dramas about processes in cells. Responses on of how the student teachers experienced the dramas were collected through a questionnaire, and written reflections. Data were analysed both descriptively and by using a modified version of the tool Content Representations (CoRe), which is related to the theoretical framework of Pedagogical Content Knowledge (PCK). The results show that almost all of the student teachers were positive to the use of drama in science education and the majority wanted more instruction on drama methods in their teacher education. The results support earlier studies reporting on reasons for using drama in science education and in addition, some new aspects were added to the practice of drama in science education. 

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  • 20.
    Walan, Susanne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Teaching children science through storytelling combined with hands-on activities – a successful instructional strategy?2017In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 47, no 1, p. 34-46Article in journal (Refereed)
    Abstract [en]

    Earlier studies have discussed the usefulness of storytelling and hands-on activities when teaching young children science. However, few studies have investigated the use of the two methods in combination. This study reports on five pre-school teachers’ experience of combining storytelling and hands-on activities in teaching science and their perceived effects of the combination. Interviews with the teachers and a supplementary observation served as the data material, which was transformed into narratives and member-checked by the participating teachers. Some found the combination of methods important while others argued that hands-on activities were effective without the use of stories. The teachers’ enjoyment in adopting the combinatory method and their appreciation of the stories also made a difference.

  • 21.
    Walan, Susanne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    The dream performance - a case study of young girls' development of interest in STEM and 21st century skills, when activities in a makerspace were combined with drama2021In: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, Vol. 39, no 1, p. 23-43Article in journal (Refereed)
    Abstract [en]

    Background: There is a shortage of people in the STEM sector, and it has been argued that more needs to be done, especially to attract girls. Furthermore, there is a need to develop twenty-first-century skills. No studies seem to have explored the combination of activities in makerspaces and the use of drama to stimulate interest in STEM and development of 21st century skills.Purpose: This study focused on a project with a unique combination of makerspace activities and the use of drama. The research questions investigated the outcomes that could be identified from combining drama and activities in a makerspace, with regard to the development of interest in STEM and twenty-first-century skills.Sample: Ten girls aged 7-11 years participated. A project leader, a drama teacher and three female engineering students supported the activities.Design and methods: The project lasted 3 months. Data were collected in the form of interviews and observations with video-recordings and field-notes, as well as documentation of props made by the girls. Analyses were conducted using thematic coding and discussed through the lens of Activity Theory.Results: The results showed that some of the girls developed an interest in science and technology. The girls also developed twenty-first-century skills, in terms of creativity, problem-solving and cooperation.Conclusions: Positive outcomes were found in this project, blending drama and making in a makerspace learning environment. Future studies could investigate how other skills and knowledge in different STEM subjects can be developed in similar projects.

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  • 22.
    Walan, Susanne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Transfer of activities from innovative environments such as makerspaces to classrooms.2020In: Science and mathematics education for 21st century citizens.: Challenges and ways forward. / [ed] L Leite; E Oldham; A S. Afonso; F Viseu; L Dourado; M.H Martinho, New York, USA.: Nova Science Publishers, Inc., 2020, 1Chapter in book (Refereed)
  • 23.
    Walan, Susanne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Upplysande naturvetenskapligt lärande2015Other (Other (popular science, discussion, etc.))
  • 24.
    Walan, Susanne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    What HAPPENS iN digital science classrooms?2019Conference paper (Refereed)
    Abstract [en]

    The use of digital tools in education is increasing and different policy documents emphasize the importance of the development of digital competencies. Two secondary science teachers volunteered to participate in this study together with two 7th grade classes. Observations of ten lessons were conducted in the classrooms and field notes were taken. Interviews were also conducted with the teachers before and after the lessons, and in addition a few weeks after the final observation. All of the teaching was based on the use of digital tools and all of the students had their own computers. Data were analyzed through the lens of four critical aspects of digital competencies highlighted in the curriculum and also through the TPACK theoretical framework. The research questions were: How do teachers use digital tools in science classrooms? How do teachers reflect on the use of digital tools in science classrooms? The results showed that some parts of the four aspects of digital competencies were identified in their teaching practice. The teachers supported the students in handling the digital tools and in using them to solve problems. The teachers were confident in the use of digital tools and during the interviews they mainly argued for its advantages. The positive aspects mentioned included access to information, allowing students to work at their own pace, collecting all materials in the same place and making it easy to assess students’ tasks. However, they also reflected on some disadvantages, such as a loss of social interaction between students, but above all, problems encountered by students with learning difficulties. From a TPACK perspective, the data analysis showed that technology itself did not present any problems; the challenge was mainly related to the social aspects of learning and finding pedagogical solutions that would suit all students.

  • 25.
    Walan, Susanne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    What is going on in digital science classrooms?2021Conference paper (Refereed)
  • 26.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Brink, Helen
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Students’ and teachers’ responses to use of a digital self-assessment tool to understand and identify development of twenty-first century skills when working with makerspace activities2023In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Article in journal (Refereed)
    Abstract [en]

    In this qualitative study, we investigated how students and teachers responded to the design of a digital self-assessment tool and how they experienced the use of the tool to support understanding and development of twenty-first century skills when working with makerspace activities. There were 65 lower secondary school students and four teachers participating in the study. We used individual interviews with the teachers and group interviews with the students. Data were analysed with thematic coding of transcripts from interviews. The results showed that the participants found that the tool needed technical improvements, but that they gained some insights into the meaning of the included twenty-first century skills (collaboration, creativity, problem-solving, life/social skills and communication). However, it was particularly difficult for students to understand the meaning of life/social skills and how this connected to makerspace activities. Still, both students and teachers argued that it is possible to develop twenty-first century skills during makerspace activities. Teachers also found connections between the skills and learning objectives in the school subject technology, but also in other subjects. We were unsure of how used students were to self-assessment and we believe that teachers’ role is essential, even when it comes to supporting students in self-assessment. Finally, both students and teachers argued that twenty-first century skills are of importance for the future and the project served as an eye-opener in this aspect. 

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  • 27.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Chang Rundgren, Shu-Nu
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Investigating preschool and primary school teachers´ self-efficacy and needs in teaching science: A pilot study2014In: CEPS Journal, ISSN 1855-9719, Vol. 4, no 1, p. 51-67Article in journal (Refereed)
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  • 28.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science.
    Chang Rundgren, Shu-Nu
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Student responses to a context- and inquiry-based three-step teaching model2015In: Teaching science, ISSN 1449-6313, Vol. 61, no 2, p. 33-39Article in journal (Refereed)
    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.

  • 29.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Chang-Rundgren, Shu-Nu
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Student's responses to an inquiry- and context-based science teaching module2014Conference paper (Refereed)
  • 30.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Chang-Rundgren, Shu-Nu
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    The indicators to evaluate teachers' professional development in context-based science teaching2014Conference paper (Refereed)
  • 31.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Enochsson, Ann-Britt
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Affordances and obstacles when integrating digital tools into science teaching in preschools2022In: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, p. 1-20Article in journal (Refereed)
    Abstract [en]

    Background

    Although science and technology are viewed as closely related subjects, they are rarely combined in preschools.

    Purpose

    This article investigates preschool teachers’ perspectives on integrating digital tools when teaching science, asking how and why they use digital tools, and examining the affordances they experience and obstacles they encounter when incorporating digital tools.

    Sample

    Eighteen Swedish preschool teachers volunteered to participate in the study.Design and methodData were collected through group interviews and analyzed using a thematic approach, together with the Technological Pedagogical Content Knowledge (TPACK) framework, to obtain a more detailed picture of the teachers’ experiences.

    Results

    Most of the participants were positive about using digital tools when teaching children science, and they emphasized the need for training on how to use the tools themselves. The preschool teachers viewed digital tools as good complements to other tools when teaching science and to find information about science facts. Moreover, there were generic reasons for using digital tools, such as to stimulate critical reflections among the children, to document activities and to create stimulating learning environments. However, one group of preschool teachers struggled with integrating digital tools when teaching science.

    Discussion

    Digitalization in preschools and the rest of society is developing. The preschool teachers found possibilities and challenges in using digital tools when teaching children science. Still, future studies are needed to investigate how this will develop. In addition to the results, we found that TPACK served as a useful framework for analyzing and discussing our results. Therefore, we recommend TPACK when analyzing and discussing the use of digital tools in future preschool studies.

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  • 32.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Enochsson, Ann-Britt
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Teaching science in preschools using digital tools: Positive outcomes and challenges2023Conference paper (Refereed)
  • 33.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Enochsson, Ann-Britt
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    The potential of using a combination of storytelling and drama, when teaching young children science2019In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 27, no 6, p. 821-836Article in journal (Refereed)
    Abstract [en]

    Based on a sociocultural perspective, this study explores the outcome of using a model that combines storytelling and drama to teach young children science. The research question is: How is children’s learning affected when using a combination of storytelling and drama to explain a complex scientific concept?. Two preschools and one primary school were visited. Altogether 25 children aged 4–8 years participated. Each group listened to a story about The Rhinovirus Rita. No pictures were shown during storytelling. After the story was told, a play was performed with the children, telling the same story they just had listened to, and the children also made drawings. At a second visit to the schools, each child was interviewed individually and their drawings were used to stimulate recall. The results show that many of the children had learnt the names of immune system cells and how they work when someone has a cold. Moreover, they had also learnt that viruses cause colds. There were also a small number of children who did not show any learning development related to this specific content. Still, we argue that the combination of storytelling and drama is an instructional strategy that has positive potential when it comes to teaching children science.

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    Walan2019
  • 34.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Flognman, Jeanni
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics (from 2013).
    Kilbrink, Nina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Building with focus on stability and construction: Using a story as inspiration when teaching technology and design in preschool2020In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 48, no 2, p. 174-190Article in journal (Refereed)
    Abstract [en]

    In this study children's learning of the concept, stability, during some building activities were investigated. It was also examined how a story can create meaning, having the children build for some animals in the story. Two preschool teachers and 10 children participated. Data consisted of video-recordings from activities with the children and was analysed through thematic coding. The findings showed that the children enjoyed to build and showed an understanding of how to build stable constructions, however without using the word stable. There were connections to the story and new stories were also made by the children during building activities.

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  • 35.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Barnens universitet - Intresseskapande STEM-aktivitet?2016Conference paper (Refereed)
  • 36.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Factors from informal learning contributing to the children's interest in STEM: Experiences from the out-of-school activity called Children's University2021In: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, Vol. 39, no 2, p. 185-205Article in journal (Refereed)
    Abstract [en]

    Background: Previous studies have investigated effects of out-of-school STEM activities aimed at stimulating children's interest in science with positive results. However, research has not discussed the reasons why such activities are successful. Purpose: In this study, we address this gap by investigating which factors children themselves identified as interesting when they visited events at an out-of-school activity named The Children's University. Sample: Children aged 8-12 participated in the study. Altogether, there were 353 children involved in the data collection. Design and methods: A mixed method design was used, including a questionnaire and semi-structured interviews in which children's self-reported experiences were collected. Likert scale questions in the questionnaire were analysed based on descriptive statistics. The open-ended questions and data from the interviews were categorized by content analysis and analytically interpreted through 'the Ecological framework for understanding learning across places and pursuits'. Results: The children were positive about their visit, and these utterances could mainly be related to the development of the individuals' interest and knowledge according to the Ecological framework. We identified two new factors influencing student's interest in STEM in out-of-school activities: appreciating the spectacular and learning; verifying two factors of importance previously suggested in the literature: appreciating the content and the learning environment. Conclusions: The study highlights the specific factors the children actually appreciated from their visits to out-of-school activities, which could be of interest for stakeholders arranging different kinds of STEM events promoting informal learning. The content in the activities is important as well as spectacular features. To have the opportunity to learn something new in an environment that is conducive to learning is also of importance for children.

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  • 37.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Transferring makerspace activities to the classroom: a tension between two learning cultures2023In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 33, no 5, p. 1755-1772Article in journal (Refereed)
    Abstract [en]

    This case study aimed to investigate teachers’ reflections on the transfer of makerspace activities into classrooms. Primary and secondary STEM teachers participated in a Continuous Professional Development programme about makerspaces. Data were collected in the form of written reflections and semi-structured interviews after the teachers conducted makerspace activities in their classes. A thematic approach was used for data analysis. The results showed that teachers identified possibilities: Connections to learning objectives in STEM subjects; Motivating and engaging students; Stimulating collaboration; Stimulating creativity; and challenges: Problem of assessment; Lack of digital competence; Lack of high-tech equipment. However, the teachers did not reflect upon the cultural, ontological, and epistemological differences between makerspaces and formal schooling. Thus, we argue that it is difficult ‘to eat the cake and have it too’, i.e. to fully reconcile both the maker-culture and demands of formal schooling. Rather, we suggest three ways to connect makerspace culture with formal education. 

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  • 38.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences.
    Possible solutions to the teaching challenges of inquiry- and context-based science education in primary school.2015Conference paper (Refereed)
  • 39.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Primary Teachers’ Reflections on Inquiry- and Context-Based Science Education2017In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 47, no 2, p. 407-426Article in journal (Refereed)
    Abstract [en]

    Inquiry- and context-based teaching strategies have been proven to stimulate and motivate students’ interests in learning science. In this study, 12 teachers reflected on these strategies after using them in primary schools. The teachers participated in a continuous professional development (CPD) programme. During the programme, they were also introduced to a teaching model from a European project, where inquiry- and context-based education (IC-BaSE) strategies were fused. The research question related to teachers’ reflections on these teaching strategies, and whether they found the model to be useful in primary schools after testing it with their students. Data collection was performed during the CPD programme and consisted of audio-recorded group discussions, individual portfolios and field notes collected by researchers. Results showed that compared with using only one instructional strategy, teachers found the new teaching model to be a useful complement. However, their discussions also showed that they did not reflect on choices of strategies or purposes and aims relating to students’ understanding, or the content to be taught. Before the CPD programme, teachers discussed the use of inquiry mainly from the aspect that students enjoy practical work. After the programme, they identified additional reasons for using inquiry and discussed the importance of knowing why inquiry is performed. However, to develop teachers’ knowledge of instructional strategies as well as purposes for using certain strategies, there is need for further investigations among primary school teachers.

  • 40.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).
    Students' reflections on participation in a science and technology school competition2018In: Electronic Proceedings of the ESERA 2017 Conference: Research, Practice and Collaboration in Science Education / [ed] Odilla Finlayson, Eilish McLoughlin, Sibel Erduran, Peter Childs, Dublin, Ireland, 2018, Vol. Part 2, p. 273-282Conference paper (Refereed)
    Abstract [en]

    Different kinds of efforts have been made in many countries to stimulate students' interest in science and technology, for example through school competitions. Few studies, however,have investigated the effect of school competitions in science and technology. This study centres onhow students participatingin the science and technology school competition The Technology Eightexperienced the outcomesof taking part inthe competition. Semi-structured interviews were conducted with seventeen 15-year-old students. Transcripts of the interviews were analysed based on contentand resulted in four categories: Social effects, Attitude to competitions, Stimulated interest in science and technology and Gained knowledge. The students enjoyed participating in the competition and found that it had a positive effect on the social situationin the classroom. Competitions were also appreciated and seen to encourage students to work harder. However, the competition didnot have much effect in changing interest in science and technology. Finally, the students found it difficult to express how the competition had contributed to gainingmore content knowledge in the subjects, but they emphasised the practical aspects of learning.

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  • 41.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).
    Teachers’ and principals’ reflections on student participation in a school science and technology competition2018In: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, Vol. 36, no 4, p. 391-412Article in journal (Refereed)
    Abstract [en]

    Background: The European Union asks for renewed pedagogies in schools according to teaching strategies and necessary competences for the twenty-first century, instead of the often-used transmissive pedagogies. The national Swedish competition in science and technology for grade eight, The Technology Eight, provides an opportunity for teachers to work with instructional strategies in line with suggested pedagogies.

    Purpose: To investigate teachers’ and principals’ reflections on the competition in schools.

  • 42.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Social and Life Sciences.
    Enhancing primary science: An exploration of teachers' own ideas of solutions to challenges in inquiry- and context-based teaching2016In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 44, no 1, p. 81-92Article in journal (Refereed)
    Abstract [en]

    Studies of inquiry- and context-based science education (IC-BaSE) have shown that teachers find these approaches problematic. In this study, 12 primary school teachers’ reflections on challenges related to IC-BaSE are explored. The aim of the study was to investigate which challenges primary teachers experience when working with IC-BaSE and how these may be solved. Group discussions and individual portfolios were used for data collection. Content analysis showed that the challenges teachers experienced were mainly practical relating to: how to find contexts, lack of time, handling big classes, students working at different paces, handling materials, and the teachers' need of control. The teachers also presented their own ideas of solutions to the challenges.

  • 43.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Nilsson, Pernilla
    Halmstad University.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).
    Why Inquiry?: Primary Teachers' Objectives in Choosing Inquiry- and Context-Based Instructional Strategies to Stimulate Students' Science Learning2017In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 47, no 5, p. 1055-1074Article in journal (Refereed)
    Abstract [en]

    Studies have shown that there is a need for pedagogical content knowledge among science teachers. This study investigates two primary teachers and their objectives in choosing inquiry- and context-based instructional strategies as well as the relation between the choice of instructional strategies and the teachers' knowledge about of students' understanding and intended learning outcomes. Content representations created by the teachers and students' experiences of the enacted teaching served as foundations for the teachers' reflections during interviews. Data from the interviews were analyzed in terms of the intended, enacted, and experienced purposes of the teaching and, finally, as the relation between intended, enacted, and experienced purposes. Students' experiences of the teaching were captured through a questionnaire, which was analyzed inductively, using content analysis. The results show that the teachers' intended teaching objectives were that students would learn about water. During the enacted teaching, it seemed as if the inquiry process was in focus and this was also how many of the students experienced the objectives of the activities. There was a gap between the intended and experienced objectives. Hardly any relation was found between the teachers' choice of instructional strategies and their knowledge about students' understanding, with the exception that the teacher who also added drama wanted to support her students' understanding of the states of water.

  • 44.
    Åberg, Magnus
    et al.
    Karlstad University, Faculty of Arts and Education, Centrum för genusforskning.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Arts and Education, Centrum för genusforskning.
    Walan, Susanne
    Karlstad University, Faculty of Technology and Science.
    Boys, girls and the world of engineering: Gender issues in technology and technology education2010Conference paper (Other (popular science, discussion, etc.))
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