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Undersökande arbetssätt i NO-undervisningen i grundskolans tidigare årskurser
Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Naturvetenskap.ORCID-id: 0000-0002-7254-2103
2012 (svensk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

This thesis deals with the use of inquiry-based approaches in primary school science. The aim is to investigate the goals and purposes that are constituted by the curriculum and by the teachers in interviews and through their teaching in the classroom. The results are used to develop conceptual tools that can be used by teachers’ in their work to support students’ learning of science when using an inquiry-based approach. The thesis is comprised of four papers. In paper one a comparative analysis is made of five Swedish national curricula for compulsory school regarding what students should learn about scientific inquiry. In paper two 20 teachers were interviewed about their own teaching using inquiry. Classroom interactions were filmed and analyzed in papers three and four, which examine how primary teachers use the various activities and purposes of the inquiry classroom to support learning progressions in science. The results of paper one show how the emphasis within and between the two goals of learning to carry out investigations and learning about the nature of science shifted and changed over time in the different curricula. Paper two describes the selective traditions and qualities that were emphasized in the teachers’ accounts of their own teaching. The results of papers three and four show how students need to be involved in the proximate and ultimate purposes of the teaching activities for progression to happen. The ultimate purposes are the scientific purposes for the lesson (as given by the teacher or by the curriculum), whereas the proximate purposes are the more student-centered purposes that through different activities should allow the students to relate their own experiences and language to the ultimate purpose. The results show the importance of proximate purposes working as ends-in-viewin the sense of John Dewey, meaning that the students see the goal of the activity and that they are able to relate to their experiences and familiar language.

sted, utgiver, år, opplag, sider
Stockholm: Stockholm University, 2012. , s. 78
Serie
Studies in science and technology education, ISSN 1652-5051 ; 58
Emneord [en]
inquiry, primary school, curriculum, selective traditions, organizing purposes, ultimate purposes, proximate purposes, ends-in-view, principle of continuity, learning progression, science and technology for all, practical epistemology analysis
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
URN: urn:nbn:se:du-11191ISBN: 978-91-7447-552-4 (tryckt)OAI: oai:DiVA.org:du-11191DiVA, id: diva2:564994
Disputas
2012-09-28, sal G, Arrheniuslaboratorierna, Svante Arrhenius väg 20 C, Stockholm, 13:00 (svensk)
Opponent
Veileder
Merknad

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: In press. Paper 2: Manuscript. Paper 4: Manuscript.

Tilgjengelig fra: 2012-11-07 Laget: 2012-11-05 Sist oppdatert: 2015-01-27bibliografisk kontrollert
Delarbeid
1. Vad ska elever lära sig angående naturvetenskaplig verksamhet?: En analys av svenska läroplaner för grundskolan under 50 år
Åpne denne publikasjonen i ny fane eller vindu >>Vad ska elever lära sig angående naturvetenskaplig verksamhet?: En analys av svenska läroplaner för grundskolan under 50 år
2012 (svensk)Inngår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 8, nr 3, s. 197-212Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The purpose of this study is to contribute to an understanding of which changes related to scientific inquiry have been made historically in curriculum documents. A comparative analysis is made of five Swedish national curricula– Lgr 62, Lgr 69, Lgr 80, Lpo 94 and Lgr 11 – during the last 50 years regarding what compulsory school students (school years 1–9) should learn about scientific inquiry. It focuses 1) what students should learn about carrying out scientific inquiries, and 2) what students should learn about the nature of science. All of the curricula examined have aims concerning scientific inquiry. The results show that during the period there have been many shifts in emphasis and changes of aims, for example from learning an inductive method to a more deductive one, and from an emphasis on carrying out investigations to an emphasis on more conceptual understanding of scientific investigations. Because teaching traditions tend to conserve aspects of earlier curricula, it is discussed how the results can help teachers, teacher students and curriculum developers to better see the consequences of the changes for teaching and learning.

HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-11187 (URN)
Merknad

Open Access

Tilgjengelig fra: 2012-11-05 Laget: 2012-11-05 Sist oppdatert: 2017-12-07bibliografisk kontrollert
2. Selektiva traditioner i grundskolans tidigare år: Lärares olika betoningar av kvalitéer i NO-undervisningen
Åpne denne publikasjonen i ny fane eller vindu >>Selektiva traditioner i grundskolans tidigare år: Lärares olika betoningar av kvalitéer i NO-undervisningen
2013 (svensk)Inngår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 9, nr 1, s. 50-65Artikkel i tidsskrift (Annet vitenskapelig) Published
Abstract [en]

The aim of this study was to elucidate the selective traditions of Swedish primary school teachers in using inquiry-based learning.  Material from thirteen interviews where teachers described their own inquiry practice was used to study the selective traditions along with the qualities these traditions emphasized. Four different selective traditions were identified: the fact oriented, the activity oriented, the collaboration oriented and the community oriented traditions. Different qualities were emphasized in the different traditions, for instance regarding whether teaching and inquiry should be difficult, correct, free or fun.

HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-11188 (URN)
Merknad

Open Access

Tilgjengelig fra: 2012-11-05 Laget: 2012-11-05 Sist oppdatert: 2017-12-07bibliografisk kontrollert
3. A Pragmatist Understanding of Learning Progressions
Åpne denne publikasjonen i ny fane eller vindu >>A Pragmatist Understanding of Learning Progressions
2011 (engelsk)Inngår i: Beyond fragmentation: Didactics, Learning and Teaching in Europe / [ed] Hudson, B. & Meyer, M. A., Leverkusen: Verlag Barbara Budrich, 2011, s. 47-59Kapittel i bok, del av antologi (Fagfellevurdert)
sted, utgiver, år, opplag, sider
Leverkusen: Verlag Barbara Budrich, 2011
HSV kategori
Identifikatorer
urn:nbn:se:du-11189 (URN)
Tilgjengelig fra: 2012-11-05 Laget: 2012-11-05 Sist oppdatert: 2015-01-27bibliografisk kontrollert
4. Using organizing purposes to support learning progressions: a study of talk in primary science classroom
Åpne denne publikasjonen i ny fane eller vindu >>Using organizing purposes to support learning progressions: a study of talk in primary science classroom
(engelsk)Manuskript (preprint) (Annet vitenskapelig)
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-11190 (URN)
Tilgjengelig fra: 2012-11-05 Laget: 2012-11-05 Sist oppdatert: 2015-01-27bibliografisk kontrollert

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