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  • 1.
    Johansson, Annie-Maj
    et al.
    Högskolan Dalarna, Akademin Utbildning och humaniora, Naturvetenskap.
    Wickman, Per-Olof
    Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, Stockholms universitet.
    Selektiva traditioner i grundskolans tidigare år: Lärares olika betoningar av kvalitéer i NO-undervisningen2013Inngår 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)
    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.

  • 2.
    Johansson, Annie-Maj
    et al.
    Högskolan Dalarna, Akademin Utbildning och humaniora, Naturvetenskap.
    Wickman, Per-Olof
    institutionen för matematikämnets och naturvetenskapsämnenas didaktik, Stockholms universitet.
    Vad ska elever lära sig angående naturvetenskaplig verksamhet?: En analys av svenska läroplaner för grundskolan under 50 år2012Inngår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 8, nr 3, s. 197-212Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 3.
    Lundberg, Erik
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Statsvetenskap.
    School, friends, or a matter of personality? A multidimensional approach to exploring sources of tolerance among students2018Inngår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, nr 2, s. 155-173Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The school is often emphasized as the societal institution with a universal mandate for promoting democratic values such as tolerance among the younger generation. This study explores the role of a positive school context for tolerance among Swedish students between 14 and 20 years old, simultaneously taking into account competing explanations such as social networks and personal traits. Results show that factors at the school level are associated with tolerance. However, socioeconomic factors and social networks tend to play a more important role. The study concludes by drawing attention to the role of schools as inclusive communities for students from different ethnical and social backgrounds.

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