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Defining Integrated Science Education and Putting It to Test
Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
2008 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The thesis is made up by four studies, on the comprehensive theme of integrated and subjectspecific science education in Swedish compulsory school. A literature study on the matter is followed by an expert survey, then a case study and ending with two analyses of students’ science results from PISA 2003 and PISA 2006. The first two studies explore similarities and differences between integrated and subject-specific science education, i. e. Science education and science taught as Biology, Chemistry and Physics respectively. The two following analyses of PISA 2003 and PISA 2006 data put forward the question whether there are differences in results of students’ science literacy scores due to different types of science education.

The expert survey compares theories of integration to the Swedish science education context. Also some difference in intention, in the school case study, some slight differences in the way teachers plan the science education are shown, mainly with respect to how teachers involve students in their planning.

The statistical analysis of integrated and subject-specific science education comparing students’ science results from PISA 2003 shows no difference between students or between schools. The analysis of PISA 2006, however, shows small differences between girls’ results with integrated and subject-specific science education both in total scores and in the three scientific literacy competencies. No differences in boys’ results are shown on different science educations.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press , 2008. , 75 p.
Series
Studies in Science and Technology Education, ISSN 1652-5051 ; 26
Keyword [en]
Science education, international studies, PISA, curriculum integration
National Category
Didactics
Identifiers
URN: urn:nbn:se:liu:diva-15345ISBN: 978-91-7393-770-2 (print)OAI: oai:DiVA.org:liu-15344DiVA: diva2:114056
Public defence
2008-11-11, Olof Högbergssal, Mittuniversitetet, Härnösand, 10:15 (Swedish)
Opponent
Supervisors
Available from: 2008-11-11 Created: 2008-11-04 Last updated: 2012-01-31Bibliographically approved
List of papers
1. En Delphi-studie av initierade brukaresuppfattningar om karaktärer av integreradnaturvetenskap i senare delen av svensk grundskola
Open this publication in new window or tab >>En Delphi-studie av initierade brukaresuppfattningar om karaktärer av integreradnaturvetenskap i senare delen av svensk grundskola
2009 (Swedish)In: Didaktisk Tidskrift, ISSN 1101-7686, Vol. 19, no 3, 114-132 p.Article in journal (Other academic) Published
Abstract [en]

Den här studien undersöker hur experter, väl insatta i den svenska debatten om integrerad NO uppfattar vad integrerad NO är, hur den tillämpas och vilka skäl som finns för att undervisa integrerat i NO istället för att undervisa ämnesuppdelat. Diskussionen om integrerad eller ämnesuppdelad NO hade en kulmen på 1980-talet i Sverige som gav två varianter att undervisa NO på i grundskolan, antingen som ett ämne eller som tre ämnen, biologi, kemi och fysik. Dessa varianter finns åtminstone som två likvärdiga sätt att gradera betyg på. Nu är det aktuellt att ta bort denna möjlighet att sätta NO-betyg eller biologi-, fysik- och kemibetyg, vilket gör det intressant att undersöka hur idén om vad integrerad och ämnesuppdelad NO-undervisning har för likheter och skillnader. Undersökningen är genomförd som en Delphistudie, där de tillfrågade deltagarna anonymt har värderat 30 påståenden om integrerad och ämnesuppdelad undervisning i ett första steg. Svaren sammanställdes med medelvärden och medianer och presenterades för deltagarna i en andra enkätomgång. Informanterna erbjöds möjlighet att ändra sina svar efter att ha tagit del i de övriga deltagarnas värderingar av påståendena i form av centralmått på frågorna. Resultatet av den första undersökningsomgången redovisas i tabell där informanternas sammanlagda bedömning eller skattning av påståendena redovisas. Informanternas svar diskuteras och jämförs med den teori som ursprungligen använts för att konstruera frågorna. Metodiska frågor i samband med undersökningen diskuteras också.

Place, publisher, year, edition, pages
Jönköping: Jönköping University Press, 2009
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-15364 (URN)
Note

On the day of the defence date the status of this article was "Manuscript" and the title was "En Delphistudie av initierade brukares och användares uppfattningar om karaktären av integrerad naturvetenskap i senare delen av svenska grundskola"

Available from: 2008-11-05 Created: 2008-11-05 Last updated: 2014-02-21Bibliographically approved
2. Integrated and subject-specific Science education: Teachers’ and students’ views
Open this publication in new window or tab >>Integrated and subject-specific Science education: Teachers’ and students’ views
(English)Manuscript (Other academic)
Abstract [en]

This study concerns the views of teachers’ and students’ regarding Science education. The teachers and students are all from four schools in the same small town in Sweden. The teachers’ views of Science lessons focused on how to plan lessons and organise content. The students’ views focused on three questions concerning the integration of science. The study is based on several data collections: interviews with and observations of teachers, a school survey and student questionnaires. The teacher interviews were analysed with regard to integrated and subject-specific Science education and the students’ questionnaires were analysed with statistical methods. The four schools in this study may be categorised as two integrated schools, one subject-specific and one mixed school. The students’ views of subjectspecific and integrated Science did not completely coincide with the teachers’ views. Teachers and students agreed on that they did integrated education in only one out of the four schools.

Keyword
Science education, teachers’ and students’ views, integrated and subject specific Science
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-15475 (URN)
Available from: 2008-11-11 Created: 2008-11-11 Last updated: 2010-01-14Bibliographically approved
3. Using hierarchical linear models to test differences in Swedish results from OECD's PISA 2003: Integrated and Subject-specific science education
Open this publication in new window or tab >>Using hierarchical linear models to test differences in Swedish results from OECD's PISA 2003: Integrated and Subject-specific science education
2007 (English)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, no 2, 121-131 p.Article in journal (Refereed) Published
Abstract [en]

The possible effects of different organisations of the science curriculum in schools participating in PISA 2003 are tested with a hierarchical linear model (HLM) of two levels. The analysis is based on science results. Swedish schools are free to choose how they organise the science curriculum. They may choose to work subject-specifically (with Biology, Chemistry and Physics), integrated (with Science) or to mix these two. In this study, all three ways of organising science classes in compulsory school are present to some degree. None of the different ways of organising science education displayed statistically significant better student results in scientific literacy as measured in PISA 2003. The HLM model used variables of gender, country of birth, home language, preschool attendance, an economic, social and cultural index as well as the teaching organisation.

Keyword
science education
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-5130 (URN)5274 (Local ID)5274 (Archive number)5274 (OAI)
Available from: 2008-09-30 Created: 2008-09-30 Last updated: 2017-12-12Bibliographically approved
4. Differences between students in Swedish compulsory schools with integrated andsubject-specific Science education in PISA 2006
Open this publication in new window or tab >>Differences between students in Swedish compulsory schools with integrated andsubject-specific Science education in PISA 2006
(English)Manuscript (Other academic)
Abstract [en]

This study is a comparison between three groups of teaching organisations in Sweden that work either with integrated Science, subject-specific Science or a mixed form of the two. Comparison is made between the students’ total Science scores in the PISA 2006 study and the three scores in student competency regarding Knowledge in Science and Knowledge about Science. This comparison is made both at the individual and school level. There are differences between students with integrated Science education and students with subjectspecific Science. These differences are found both in the total scores and in some of the subscores. An even more striking difference is found between boys and girls in the different groups. There are big differences in test scores for girls with integrated Science as compared to girls with subject-specific Science; this difference is almost nonexistent for boys. Some caution must be shown in drawing conclusions from this finding, however, since girls’ and boys’ groups differ in mean ESCS, and there are differences in the percentage of students who speak another language at home than Swedish. Some plausible explanations for the differences are discussed based on inferences from other studies.

National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-15365 (URN)
Available from: 2008-11-05 Created: 2008-11-05 Last updated: 2010-01-14Bibliographically approved

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Åström, Maria

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