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Experiences and their role in Science Education
Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
University of Kalmar, Department of Biology and Environmental Science, Sweden.
2005 (English)In: Journal of Baltic Science Education, ISSN 1648-3898, Vol. 1, no 7, 31-39 p.Article in journal (Refereed) Published
Abstract [en]

This study focuses what role re-actualized experiences may have in a school science setting. Observations were done in two Swedish schools with emphasis on teacher centred lessons. Data consist of field notes, recordings and documents. Two major themes of the results can be highlighted. First, the teachers' and pupils' mutual interest in pupils' re-actualized experiences. Second, the limited elaboration of those. These issues are discussed due to teachers' work with different purposes. We call that teachers' orchestration of multiple agendas in science education. Re-actualized experiences appear to become means for motivating pupils in their work with different tasks in order to make them cope.

Place, publisher, year, edition, pages
2005. Vol. 1, no 7, 31-39 p.
Keyword [en]
science -- Study & teaching, education, teachers, school children, experience, learning science, science education
National Category
Social Sciences
URN: urn:nbn:se:liu:diva-14414OAI: diva2:23463
Available from: 2007-04-20 Created: 2007-04-20
In thesis
1. Students’ participation in the realization of school science activities
Open this publication in new window or tab >>Students’ participation in the realization of school science activities
2007 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [sv]

I denna avhandling visar jag hur elever och lärare genomför NO-verksamhet i grundskolan. Avhandlingen illustrerar hur elevers frågor och uttryckta erfarenheter blir en del av ett etablerat ämnesinnehåll. Syftet med studien är att skapa förståelse för hur två agendor – varav den ena baseras på elevers deltagande och den andra baseras på ett etablerat ämnesinnehåll – orkestreras så att båda agendorna tillgodoses vid genomförandet av NO-verksamheten. Studien bygger på videoobservationer under NOlektioner i skolår 5-9. Analysen visar hur olika aktiviteter i genomförandet av ett NOprojekt orkestrerar elevers frågor och uttryckta erfarenheter med ett naturvetenskapligt innehåll. Analysen visar också hur naturvetenskapens karaktär, the Nature of Science (NOS), kommuniceras som följemening till instruktioner. Vidare illustrerar avhandlingen olika sätt att använda frågor för att överbrygga vetenskapliga och vardagliga sätt att kommunicera. Resultaten visar också olika roller som elevers erfarenheter antar i en NOverksamhet. Resultaten utgör en konkretisering av skolans naturvetenskap, the Nature of School Science (NOSS). Skolans naturvetenskapliga aktiviteter begripliggörs lämpligen om de betraktas utifrån sina egna syften och förutsättningar. I avhandlingen utvecklas begreppet NOSS för att lyfta fram sådana syften och förutsättningar såsom dessa framträder i aktiviteten.

Abstract [en]

This thesis investigates and considers how students and teachers realize school science activities. Students’ questions and accounts of their experiences as they become part of an established science content form the focus of this work. Its purpose is to provide an understanding of how two agendas –one, based on students’ participation and the other, based on the already established science content –are orchestrated so that both are accounted for. The empirical work is based on video-recorded observations in science classrooms. The findings show how different activities in the accomplishment of a school science project orchestrate students’ questions and accounts of experiences with the science content. The findings also show how the nature of science (NOS) is communicated as a by-product of instruction. In addition, different uses of questions for bridging science and everyday ways of communicating are shown in the results. The findings also indicate the different roles that students’ experiences acquire in a school science activity. These results should be seen as a step towards a definition of the nature of school science (NOSS). School science activities become intelligible if we consider them from a basis of their own purposes and prerequisites. The concept of NOSS is described to elicit such purposes and prerequisites as they become apparent in the activity.

Place, publisher, year, edition, pages
Institutionen för samhälls- och välfärdsstudier, 2007
Studies in Science and Technology Education, ISSN 1652-5051 ; 8
Science education, School science, NOS, NOSS, Nature of science, Nature of school science, Naturvetenskapernas didaktik, NO-undervising, NOS, NOSS
National Category
urn:nbn:se:liu:diva-8772 (URN)978-91-85831-99-9 (ISBN)
Public defence
2007-05-23, A137, Kocken, Barlastgatan 11, University of Kalmar, Kalmar, 13:00 (English)
Available from: 2007-04-20 Created: 2007-04-20 Last updated: 2009-12-03

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