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  • 1.
    Alm, Fredrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Samuelsson, Joakim
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Villkor för implementering av naturvetenskap och teknik för alla, NTA2009In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 5, no 1, p. 89-102Article in journal (Refereed)
  • 2.
    Berg, Astrid
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Natural Science - Medicine - Esthetics - Communication .
    Löfgren, Ragnhild
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Natural Science - Medicine - Esthetics - Communication .
    Eriksson, Inger
    Lärarhögskolan i Stockholm.
    Kemiinnehåll i undervisningen för nybörjare. En studie av hur ämnesinnehållet får konkurrera med målet att få eleverna intresserade av naturvetenskap2007In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 3, no 2, p. 146-162Article in journal (Refereed)
  • 3.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hellberg, Kristina
    Institutionen för pedagogik och lärande, Linnéuniversitetet.
    Vad är teknik? Pedagogers uppfattningar om och erfarenheter av teknik och teknikundervisning i förskolan [What is technology? Preschool teachers' conceptions and experiences of technology and technology education in the preschool]2018In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, no 1, p. 37-53Article in journal (Refereed)
    Abstract [en]

    In recent years technology has become increasingly emphasized as educational content in the Swedish preschool, not the least with the introduction of the latest curriculum in 2010. Since preschool teachers have not had any formal technology education until just recently, it is of importance to investigate how they handle technology in the daily activities of the preschool. The purpose of this study is therefore to describe and analyze Swedish preschool teachers’ views and experiences of working with technology in the preschool, focusing on what opportunities and obstacles that they see. The data consists of transcripts from focus group interviews with sixteen teachers in two Swedish preschools, and the data was analyzed with open coding in a Grounded Theory tradition. The results show that when it comes to opportunities, the teachers consider technology to permeate all preschool activities, and the challenge here is rather to make technology visible. In terms of obstacles, the teachers are uncertain about what technology is and want to have more knowledge of technology themselves, for example, relevant concepts for various technologies or activities. They also need to know more about technology education in order to be able to educationally convey knowledge of technology to the children and to make the children conscious of the technology that surrounds them.

  • 4.
    Granklint Enochson, Pernilla
    et al.
    Högskolan Kristianstad, Sverige.
    Redfors, Andreas
    Högskolan Kristianstad, Sverige.
    Fem elevers föreställningar om organsystem: vad händer i kroppen när vi dricker vatten?2011In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 7, no 2, p. 160-178Article in journal (Refereed)
    Abstract [en]

    It has earlier been shown on a group level that it is difficult for 9th grade students (15-16 years old) in a Swedish school to understand how water is transported in the human body. The detailed analysis of five Swedish students in the 9th and final year of compulsory school concerning their ideas about water transportation is presented here. The empirical data consists of drawings, answers to a questionnaire with both open ended and multiple-choice questions, and student interviews. The analysis shows that all the students struggle to produce explanations involving the three organ systems: digestive, blood and excretion systems and they seem to use a variety of explanatory models as basis for their reasoning. Possible ways of understanding this are discussed together with implications for future teaching.

  • 5.
    Jidesjö, Anders
    Linköping University, The Tema Institute, Department of Water and Environmental Studies. Linköping University, Faculty of Arts and Sciences.
    Different content orientations in science and technology among primary and secondary boys and girls in Sweden: Implications for the transition from primary to secondary school?2008In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 4, no 2, p. 192-208Article in journal (Refereed)
    Abstract [en]

    This paper presents Swedish results from the Relevance of Science Education (ROSE) study, which is part of a large world-wide comparative research study based at the University of Oslo. The national sample was collected in spring 2003 and originates from 751 students from 29 schools, most of whom were 15 years old. In an additional study data from primary students were collected in spring 2005, with a smaller sample of 112. Significant differences in content orientation between the primary and secondary boys and girls were found and are discussed in the context of young people’s interest in science and technology and the public function of those knowledge fields as a part of education. Earlier studies suggest the benefit of more applicative contexts as the children move through compulsory school. This statement is challenged to some degree in this paper and a stronger need to understand how the transition from primary to secondary level and specific contents are related is discussed. This is due to indications that students’ content orientations are partially dependant on age and there are significant differences due to gender to consider. A deeper examination of those elements can assist in the understanding of the relevance of science from the learners’ perspectives.

  • 6.
    Jidesjö, Anders
    et al.
    Linköping University, Department of Thematic Studies, Department of Water and Environmental Studies, Thematic Natural Science. Linköping University, Faculty of Arts and Sciences.
    Danielsson, Åsa
    Linköping University, Department of Thematic Studies, Department of Water and Environmental Studies. Linköping University, Faculty of Arts and Sciences.
    Student experience and interest in science: Connections and implication for further education2016In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 12, no 1, p. 36-55Article in journal (Refereed)
    Abstract [en]

    Students’ problems with learning science in school have been documented for a long time. Differences in student interest in and attitudes towards science due to gender and age are well documented. Fewer studies have focused on the details at a content level. This paper presents a statistical analysis of student interest in specific content areas and combines this with student experience of science and science-related activities outside school. The result shows that interest and experience are significantly linked and influence student choices for upper secondary education. The results are presented on both a detailed content and experience level, and are discussed in relation to the purpose of compulsory science education and in relation to experiences outside school. The study is an important addition to the discussion about establishing a science education curriculum that can both prepare students for future science studies and meet the need for a public understanding of science.

  • 7.
    Jidesjö, Anders
    et al.
    Linköping University, Department of Thematic Studies, Department of Water and Environmental Studies. Linköping University, Faculty of Arts and Sciences.
    Oscarsson, Magnus
    Mid Sweden University.
    Karlsson, Karl-Göran
    Mid Sweden University.
    Strömdahl, Helge
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Science for all or science for some: What Swedish students want to learn about in secondary science and technology and their opinions on science lessons2009In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 5, no 2, p. 213-229Article in journal (Refereed)
    Abstract [en]

    This article presents Swedish results from ‘the Relevance of Science Education’ (ROSE) study, which is a large world wide comparative research project based at the University of Oslo. The Swedish sample consisted of 751 students, most of whom were 15 years old, from 29 schools and data were collected in spring 2003. Student opinions about science lessons are presented in relation to enrolment intentions for upper secondary school together with what they want to learn about in science and technology. The findings indicate that secondary science instruction seems to address only a minority of the students, those that have chosen science or technology in their further education. At the same time, all students have interest in science and technology and many seem most interested in some important issues in societal development. The results are discussed from the perspective of learners and contribute to the debate about establishing a scientific literacy approach in compulsory education.

  • 8.
    Löfgren, Ragnhild
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Schoultz, Jan
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Johnsson, Klas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Domino Østergaard, Lars
    Institut for Medicin og Sundhedsteknologi, Aalborg Universitet, Danmark.
    Engagerande samtal i det naturvetenskapliga klassrummet [Inquiry based dialouge in science classroom]2014In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 10, no 2, p. 130-145Article in journal (Refereed)
    Abstract [en]

    This study focuses on classroom communication within an inquiry-based science education (IBSE) program, called NTA (Naturvetenskap och Teknik för Alla). The overall aim of the study is to highlight the ways in which productive and engaging conversations are conducted in the classroom. We have analysed the work within the unit ”The Chemistry of food” and the theme testing of fat in food in grade five and six in a Swedish and a Danish science classroom. We have used video cameras and mp3-players to follow the classroom interaction. Our findings indicate that the classroom communication was focused on everyday science content and that the introduction and the summary of the theme were very important for the pupils’ possibilities to productive disciplinary engagement.

  • 9.
    Magntorn, Ola
    et al.
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
    Helldén, Gustav
    Kristianstad University, Sweden.
    Reading Nature- experienced teachers’ reflections on a teaching sequence in ecology: implications for future teacher training2006In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 5, p. 67-81Article in journal (Refereed)
    Abstract [en]

    This article explores experienced primary teachers views on teaching for ‘reading nature’. The concept‘reading nature’ has to do with an ability to recognise organisms and relate them to material cyclingand energy flow in the specific habitat which is to be read. It has to do with the natural world that weface outside and the tools we have are our experiences from previous learning situations both in andout-of-doors. The teachers were asked to comment on the content of a CD-ROM with teaching sequencesfrom a primary class studying a river ecosystem. Perceptions that teachers held were found to besupportive but complex and varied regarding the possibilities and advantages of implementing thistype of teaching design in the everyday classroom. The paper finishes by identifying some implicationsfor teacher training to support fieldwork and ecological literacy in primary schools in the future.

  • 10.
    Oscarsson, Magnus
    et al.
    Mid Sweden University in Härnösand.
    Jidesjö, Anders
    Linköping University, Department of Thematic Studies, Department of Water and Environmental Studies. Linköping University, Faculty of Arts and Sciences.
    Karlsson, Karl-Göran
    Mid Sweden University/OECD/PISA, Sweden.
    Strömdahl, Helge
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Science in society or science in school: Swedish secondary school science teachers' beliefs about science and science lessons in comparison with what their students want to learn2009In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 5, no 1, p. 18-34Article in journal (Refereed)
    Abstract [en]

    This article presents comparisons concerned with secondary school science teachers’ and their students’ beliefs about science and technology and also what science content secondary science teachers teach and what their students want to learn. Student data are part of the Relevance of Science Education (ROSE) study and the teacher data are part of an extensive study carried out only in Sweden. The results indicate that both secondary science teachers and their students are optimistic about science and technology as essential parts of societal development. When content from these knowledge fields is considered for instruction, significant disparities exist between what teachers teach and what their students want to learn. Additional results concerning the secondary science teachers’ beliefs, ‘out-of-school experiences’, ‘Science Technology and Society’ (STS) approaches and ‘inquiry-based instruction’ are pointed out as important for the development of science instruction in secondary schools. The results are discussed in the contexts of students’ voices and teachers’ beliefs.

  • 11.
    Rengman, Helen
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Johansson, Helen
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Jeppsson, Fredrik
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Den elektriska kretsen - En explorativ studie av svenska elevers uppfattningar angående den elektriska kretsen2010In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 6, no 2, p. 173-191Article in journal (Refereed)
    Abstract [en]

    This study has developed as a part of an ongoing co-operation between Taiwan, Finland and Sweden with the purpose of examining and comparing the conceptions of students of different ages concerning electric circuits. The purpose of this explorative study is to find out what conceptions Swedish students of different ages have concerning the electric circuit. The study has been accomplished by means of semi-structured interviews. Altogether nine students in the age of eleven, fifteen, seventeen and eighteen have been interviewed. The interviews have been analyzed partly from Kärrqvist’s (1985) models that students have shown regarding electric circuits. The result inter alia demonstrates that three models are to be found among the respondents corresponding to Kärrqvist’s (1985) ideas. In addition, we discovered a new model, which does not correspond to Kärrqvist’s (1985) models or any other known model in the literature. The new model has been named “kopplingsberoende modell” (connection-dependent model). Furthermore we revealed that all the respondents had the idea of a closed circuit where they often used the word wire to describe end explain the electric circuit.

  • 12.
    Rundgren, Carl-Johan
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Att börja tala 'biokemiska': betydelsen av metaforer och hjälpord för meningsskapande kring proteiner2006In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 1, no 5, p. 30-42Article in journal (Refereed)
    Abstract [en]

    This paper deals with the process of acquiring a subject-specific language. When confronted with the visual representations and scientific terms of molecular life science, students try to make meaning using the language they have access to and their prior experience. In this process students use a kind of intermediate language, with frequent use of metaphors. Some metaphors can be traced back to the teaching they have experienced, while some are spontaneous metaphors created by the students. They also make use of words that seemingly have no meaning, here referred to as helpwords. The results from this study indicate that spontaneous metaphors and helpwords are important in learning situations, especially in an abstract discipline such as molecular life science. This paper aims to give a preliminary theoretical description of the phenomenon of helpwords, based on an interview study of 20 students taking natural science courses in their upper secondary school education.

  • 13.
    Schooner, Patrick
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Klasander, Claes
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Teknik, systemgräns och människa: Tekniklärares uppfattningar om vad tekniska system är2018In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, no 4, p. 427-442Article in journal (Refereed)
    Abstract [en]

    The subject matter of technological systems is central in compulsory school technology education in Sweden. However, technology teachers would need more support in their endeavors to interpret the curriculum as both educational and philosophical research lack a clear answer to the question of what technological systems are. A better conceptualization of technological systems could also facilitate communication between teachers and students, and even improve learning about systems. The aim of this study is thus to investigate Swedish technology teachers’ conceptions about technological systems. We interviewed 11 technology teachers in compulsory education from various parts of Sweden. The transcripts from the interviews were analyzed with thematic content analysis and resulted in four characteristic system properties. In the teachers’ collective depictions of technological systems, the first two system properties focused on the technological core of the system, closely related to a philosophical conception of technology as objects. In contrast, the last two system properties illustrated the teachers’ descriptions of technological systems as something that is closely connected to a socio-technical understanding of systems where humans play a significant role for their evolution. There was one exception to this, namely how the systems are controlled, and here the teachers were ambivalent as to how much humans can intervene. The conception of technological systems as objects and the uncertainty about human control over these systems, are two obstacles to well-designed systems teaching that will lead to technological literacy for students.

  • 14.
    Stolpe, Karin
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Stadig Degerman, Mari
    Linköping University, Department of Science and Technology. Linköping University, The Institute of Technology.
    Assocationsverktyg som ett sätt att studera studenters diskussion kring naturvetenskapliga begrepp2008In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 4, no 1, p. 35-47Article in journal (Refereed)
    Abstract [sv]

    This article aims to describe a new tool, the association tool, to collect data of students- discussions on scientific concepts. We have tested the association tool in two different situations. In the first, the association tool was used by student teachers in group-work. The students (two groups, which con- sisted of two and three students respectively) were asked to associate ATP (adenosine triphosphate), a concept with which they are familiar, with other concepts. In the second situation, the association tool was used in an interview situation dealing with the concepts of energy and heat. Three student teachers were interviewed. Both situations were videotaped and the transcripts were analysed quali- tatively and quantitatively to show different ways of using the association tool. The association tool yielded rich data on the discussions of the concepts useinteractions in group-work and an interview situation.

  • 15.
    Szczepanski, Anders
    Linköping University, Department of Culture and Communication, Arts, Crafts and Design. Linköping University, Faculty of Arts and Sciences.
    Platsens betydelse för lärande och undervisning: ett utomhuspedagogiskt perspektiv2013In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 9, no 1, p. 3-17Article in journal (Refereed)
    Abstract [en]

    The study describes how 19 teachers linked to preschool and comprehensive school experience the importance of place for learning and teaching in an outdoor educational context. The methodological approach is phenomenographic. The semi-structured interviews are based on pictorial material intended to illustrate different physical learning environments. Nine categories and four place-related perspectives can be distinguished. The result shows that there is sometimes a didactic uncertainty around places for teaching and learning outside the classroom walls. The availability of different places in the outdoors, a woodland environment and natural materials is seen as meaningful complements in teaching. Town settings, parks and industrial landscapes are to a lesser degree perceived as learning environments. The study shows the experience of teachers using other contexts for learning and teaching than the classroom. Outdoor education is experienced as a place-related toolkit with opportunities to integrate different subjects and anchor teaching in the real world.

  • 16.
    Åström, Maria
    et al.
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
    Karl-Göran, Karlsson
    Department of Engineering, Physics and Mathematics, Mid Sweden University.
    Using hierarchical linear models to test differences in Swedish results from OECD’sPISA 2003: Integrated and subject-specific science education2007In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 3, no 2, p. 121-131Article in journal (Refereed)
    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.

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