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Teaching traditions in science education and the impact on educational ereform
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (SMED)
Kungliga tekniska högskolan.
2015 (Swedish)Conference paper, Abstract (Refereed)
Abstract [en]

Different policies for what contents teaching should include and how it should be conducted shapes different presuppositions for teaching and for what the pupils have opportunity learn. In Science education, Roberts (2007) describe two main vision of how science education should be formed in order to make the pupils scientific literate. Vision I is describes science as teaching concepts, laws, theories and methods. Vision II accentuate that education must include facts of the subject but it must also include knowledge and skills that make the pupils able to use scientific knowledge in practical, existential, moral and political contexts.In this paper we survey different teaching traditions in Swedish Science Education. This means the purpose is to map and investigate patterns in teachers’ views of what constitutes “good” Science education in the middle years of compulsory school in Sweden. This is done with the background of a new curriculum with national testing being introduced, which potentially alter teachers views of what is relevant content. A web-based questionnaire was developed and sent to teachers at 1924 schools all throughout Sweden. Research on traditions/visions in Science education was used to explicate different aspects of content, and the primary form of questioning was through closed-form response alternatives. A number of free text response alternatives were also included. The response rate was 43% (N=830). Using cluster analysis (hierarchical, Ward's method, Euclidean distance) four teacher profiles representing different views on Science emerged. These profiles are partly in agreement with results from earlier research that show different traditions in teaching and differences in defining Science among teachers.

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URN: urn:nbn:se:uu:diva-288331OAI: oai:DiVA.org:uu-288331DiVA: diva2:923962
ESERA, European Science Education Research Association
Betyg och nationella prov i skolår 6: hur påverkas undervisningen i NO?
Swedish Research Council, 2012-5769
Available from: 2016-04-27 Created: 2016-04-27 Last updated: 2016-04-27

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