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  • 1.
    Almqvist, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Lidar, Malena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Regler i praktikenConference paper (Other (popular science, discussion, etc.))
  • 2.
    Almqvist, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lidar, Malena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Teaching content and national tests in Science Education2014Conference paper (Refereed)
  • 3.
    Almqvist, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lidar, Malena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    What content is assessed in the Swedish national tests in biology, chemistry and physics?2013Conference paper (Refereed)
    Abstract [en]

    All students in year nine in the Swedish compulsory school take a national test in biology, physics or chemistry. The ambition of these tests, which were given for the first time as late as in the spring semester 2009 is to measure the Swedish students’ knowledge in science, but also to provide an aid in teachers’ development of their teaching in order to support equal and fair assessment and grading. The purpose of this paper is to analyze and discuss the content of the national tests in biology, physics and chemistry. The paper highlights and discusses similarities and differences between the three subject tests carried out 2009-2012. The study presented in the paper has clarified five categories of content.The analysis shows that a student, to pass the tests, need to show evidence that he or she can answer correctly on questions about (a) scientific concepts, models theories, (b) the scientific ways of thinking about the world and (c) the scientific method. For higher grades, however, the students need to be able to give correct answers on questions about (d) the use of science in relation to everyday problems and also (e) the use of science in relation to political and moral issues. In the paper we discuss what the privileging of content measured can lead to in teachers’ planning of teaching and for the assessment of students’ knowledge, but also in relation to prerequisites for students’ participation in decision making where scientific knowledge is a central part of the problem at hand.

  • 4.
    Almqvist, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    De nationella provens innehåll: Vilken scientific literacy mäts i NO-proven2013In: Scientific literacy: Teori och praktik / [ed] Eva Lundqvist, Roger Säljö och Leif Östman, Malmö: Gleerups Utbildning AB, 2013, 1, p. 101-117Chapter in book (Other academic)
    Abstract [sv]

    Sedan vårterminen 2009 skriver svenska elever i årskurs 9 i grundskolan nationella prov i biologi, fysik och kemi, en reform som är tänkt att bland annat påverka likvärdig och rättvis bedömning och lärares sätt att välja innehåll, undervisa och genomföra bedömning av elevers kunskaper. I detta kapitel är syftet att analysera och diskutera vilka kunskapsinnehåll som proven mäter, d.v.s. vilken scientific literacy som mäts. Kapitlet ämnar också belysa likheter och skillnader mellan vilka kunskaper som bedöms i de tre olika proven, i biologi, fysik respektive kemi. Resultatet visar att för att bli godkänd på proven behöver eleverna kunskaper om naturvetenskapens begrepp, modeller och teorier och om naturvetenskapens vardagstillämpningar i relation till samhälleliga och tekniska problem. Detta innebär samtidigt att för att klara godkänt på provet behöver eleverna inte visa kunskaper om hur naturvetenskapliga frågor relaterar till frågor om politik, moral och etik.

  • 5.
    Almqvist, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Scientific Literacy and the New National Tests2012Conference paper (Refereed)
    Abstract [en]

    All students in year nine in the Swedish compulsory school take a national test in biology, physics or chemistry. The ambition of these tests, which were given for the first time as late as spring 2009, is to measure the Swedish students’ knowledge in science, but also to provide an aid in teachers’ development of their teaching and to promote student learning. The purpose of this paper is to analyze and discuss what knowledge the national tests in biology, physics and chemistry measure – and what knowledge is not measured - what kind of scientific literacy is assessed by tests. The paper highlights similarities and differences between the three subject tests. The analysis shows that a student, to pass the tests, need to show evidence that she has two kinds of knowledge: (1) scientific knowledge (scientific concepts, models, methods) and (2) applied knowledge (in relation to mundane and technical problems). This also shows that knowledge about the use of science in relation to political and moral issues are not required to pass the tests. The paper discusses what the privileging of the scientific literacy measured can lead to in teachers’ planning of teaching and for students’ prerequisites for learning and socialization.

  • 6.
    Almqvist, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Orpwood, Graham
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lidar, Malena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Analysing validity: The case of Swedish national tests in year 6 science2019Report (Other academic)
    Abstract [en]

    The purpose of this article is to analyse and discuss standardized tests in biology, physics and chemistry with a special focus on their content validity. In the article we describe and discuss three different tensions between the Swedish curricula and standardized tests in science: (1) Curricular intentions and assessment choices, (2) The ‘knowledge requirements’ specified in the curriculum and the marking scheme used in the assessment and (3) The intention of the evaluation system and its actual result. These tensions have consequences for the validity of the tests. Hence, it is necessary to regard these tests as only one of many resources teachers can use in their teaching and assessment practices.

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  • 7.
    Almqvist, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Orpwood, Graham
    University College, London.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lidar, Malena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Analysing validity: The case of Swedish national tests in year 6 science2019Report (Other academic)
    Abstract [en]

    The purpose of this article is to analyse and discuss standardized tests in biology, physics and chemistry with a special focus on their content validity. In the article we describe and discuss three different tensions between the Swedish curricula and standardized tests in science: (1) Curricular intentions and assessment choices, (2) The ‘knowledge requirements’ specified in the curriculum and the marking scheme used in the assessment and (3) The intention of the evaluation system and its actual result. These tensions have consequences for the validity of the tests. Hence, it is necessary to regard these tests as only one of many resources teachers can use in their teaching and assessment practices

  • 8.
    Berg, Gita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics.
    Elmståhl, Helena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Mattsson Sydner, Ylva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics.
    Literacy till lunch: Elevers meningsskapande under formaliserad matlagning i hem- och konsumentkunskap2018In: Nationell ämnesdidaktisk konferens: NÄD 2018, 2018Conference paper (Refereed)
    Abstract [sv]

    Presentationen baseras på en pågående fallstudie inom ämnet hem- och konsumentkunskap (HK), som genomförs i samverkan med två HK-lärare. Den del som presenteras här innefattar en praktisk epistemologisk analys (PEA) av filmade klassrumsobservationer där elever lagar mat i par. Under aktiviteten uppstår situationer som utgör hinder i matlagningsprocessen. Dessa blir särskilt synliga under moment som kräver en subjektiv bedömning baserad på sensoriska erfarenheter, exempelvis när eleverna ska bedöma om livsmedel är färdigtillagade. För att ta sig vidare i aktiviteten genomför eleverna repetitiva handlingar och söker bekräftelse från kamrater och lärare. Dessa processer synliggörs och ligger till grund för en vidare didaktisk diskussion kring lärares val av innehåll och metoder för undervisning i ämnet.

  • 9.
    Berg, Gita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of food studies, nutrition and dietetics.
    Elmståhl, Helena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of food studies, nutrition and dietetics.
    Mattsson Sydner, Ylva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of food studies, nutrition and dietetics.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Aesthetic judgments and meaning-making during cooking in Home and Consumer Studies2019In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 2, p. 30-57Article in journal (Refereed)
    Abstract [en]

    In Swedish home and consumer studies (HCS), cooking forms apart of the core content, and students often experience the results in a sensuous way–by eating the food. Sensuous, or aesthetic, experiences may affect students’ meaning-making and thus what is learned within the subject. There is a lack of research concerning the aesthetic aspects of cooking in a learning context; therefore, this study aims to explore HCS students’ meaning-making by focusing on aesthetic judgments during formalized cooking practices. The research question is, in what ways do students use aesthetic judgments in meaning-making processes during cooking? The data comes from video-documented classroom observations where the students cook together. Using a pragmatic approach and practical epistemology analysis (PEA), three ways in which the students use aesthetic judgments are illustrated: as arguments in negotiations, as reference points when reactualizing experiences, and as nonverbal actions evaluating sensory qualities. Empirical examples exemplify how aesthetic judgments play a role in establishing power relations, entail social/normative values, and influence the “tacit knowing” of cooking. The study found that aesthetic experiences are integral and important in students’ meaning-making during cooking practices. Moreover, by adding a new classroom context to the methodology used, its applicability for investigating aesthetic experiences and meaning-making is confirmed and widened.

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  • 10.
    Berg, Gita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of food studies, nutrition and dietetics.
    Elmståhl, Helena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of food studies, nutrition and dietetics.
    Mattsson Sydner, Ylva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of food studies, nutrition and dietetics.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Students’ meaning-making during formalized cooking in Swedish home- and consumer studies2019Conference paper (Other academic)
  • 11.
    Berg, Gita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food Studies, Nutrition and Dietetics.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Elmståhl, Helena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food Studies, Nutrition and Dietetics.
    Mattsson Sydner, Ylva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food Studies, Nutrition and Dietetics.
    “You fuel the car with gas, you fuel the body with food” –Educational functions of food for health in home and consumer studies2022In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, p. 1-15Article in journal (Refereed)
    Abstract [en]

    This study aims to contribute to the understanding of food for health as educational content in Home and Consumer Studies (HCS), specifically targeting three educational functions: (i) qualification, (ii) socialization, and (iii) subjectification. Data came from a comprehensive case study, where one school class and two HCS teachers were followed during one school year. Fourteen classroom observations and eight teacher interviews were included. It is shown how qualification functions comprise nutrition knowledge and cooking skills, how socialization functions entail, e.g., dichotomous values of food as “good” or “bad,” and how conscious consumers who take personal responsibility for themselves and the environment become promoted subjects. Taken together, the results illustrate how educational content can have consequences beyond those intended. Based on the results, an argument is made about the relevance for HCS teachers to critically reflect on their teaching and its potential educational consequences.

  • 12.
    Berg, Gita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food Studies, Nutrition and Dietetics.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Mattsson Sydner, Ylva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food Studies, Nutrition and Dietetics.
    Aesthetic Values in Home and Consumer Studies: Investigating the Secret Ingredient in Food Education2023In: Frontiers in Education, E-ISSN 2504-284X, Vol. 8, article id 1240782Article in journal (Refereed)
    Abstract [en]

    Food is a part of everyday life, and formal food education is included in compulsory education in many countries, for example through the subject Home and Consumer Studies (HCS). While food education is often underpinned by public health concerns such as preventing non-communicable diseases and promoting cooking skills, there has been little focus on aesthetic aspects of teaching and learning about food. This study therefore aims to gain understanding of aesthetic values as a part of HCS food educational practices. Aesthetic values are here regarded as socially and culturally shared, and related to notions of pleasure and taste. As this study uses a pragmatist approach, aesthetic values are seen as constituted in encounters, encompassing experiencing individual(s), artifacts, and context. By thematically analyzing empirical data from an exploratory case study, including classroom observations, student focus groups, and teacher interviews, we show how values are constituted as culinary, production, and bodily aesthetics. Culinary aesthetics involved cooking processes, cooking skills, and presentation of food and meals. Production aesthetics involved foods’ origin and degree of pre-processing, whereas bodily aesthetics related to bodily consequences of eating. Aesthetic values were vital features of the educational practices studied and played a key role in bringing the practices forward. They also indicated what counted as valid, or desired, outcomes and thereby steered events in certain directions. The study highlights the significance of aesthetic values and argues in favor of acknowledging aesthetics in planning, undertaking, and evaluating HCS food education.

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  • 13.
    Berg, Gita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food Studies, Nutrition and Dietetics. Department of Food studies, nutrition and dietetics, Uppsala University, Uppsala, Sweden.
    Lundqvist, Eva
    Department of Education, Uppsala University, Uppsala, Sweden.
    Mattsson Sydner, Ylva
    Department of Food studies, nutrition and dietetics, Uppsala University, Uppsala, Sweden.
    Useful but overused? The “plate model” as a food educational tool in home economics2024In: Food, Culture, and Society: an international journal of multidisciplinary research, ISSN 1552-8014, E-ISSN 1751-7443, p. 1-19Article in journal (Refereed)
    Abstract [en]

    The plate model is widely used to promote healthy eating. Despite extensive adoption in dietary guidelines, the model’s role in food educational practices is scarcely studied. The present study aimed to explore the plate model as a food educational tool in the school subject Home Economics (HE). Use of the plate model was investi-gated with Rogoff’s three planes of analysis as a framework. The research question was: “How is the plate model used in a food educational practice, considering institutional, interpersonal, and personal planes?” Data from video-recorded classroom observa-tions, focus groups, interviews, and text documents were analyzed. The data were generated through a case study, with twelve stu-dents and two HE-teachers followed over the course of a school year. Results show how the plate model was framed as the right way of eating. Nutritionally “proper” food was described, with the model functioning as a bridge linking (abstract) nutritional content with (concrete) dishes. This way of using the model might hamper understandings of fundamental principles for nutritional classifica-tion. Moreover, those who do not eat plate model-type dishes may be wrongly judged. Supported by empirical events, this study shows how the plate model can be useful – but also overused – in food education.

  • 14.
    Hedefalk, Maria
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Almqvist, Jonas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Teaching in preschool2015In: Nordic Studies in Education, ISSN 1891-5914, Vol. 35, no 1, p. 20-36Article in journal (Refereed)
  • 15.
    Hedefalk, Maria
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Almqvist, Jonas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Teaching in preschool2015In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 15, p. 20-36Article in journal (Refereed)
    Abstract [en]

    The present study investigates the practice of teaching in preschool. Similarities and differences in Swedish science education in compulsory school and preschool practice are compared. This is executed by a study of teacher’s participation in the meaning making process in the activities. The empirical material consists of video observations and field notes from preschool and compulsory school. A pragmatist approach is used to analyse the activities.

    The result shows that even though no learning goals are articulated by the preschool teachers the analyses show that the teachers direct children in specific ways. Teaching in this context is understood as an action to direct children’s meaning making towards what is considered relevant in the practice.

    The study shows that children in both preschool and compulsory school learn the central principle to make investigations. The actions made by the teachers do not look like teacher-centered-teaching where play and caring necessarily is ignored. If teaching can be defined as directing children’s attention into a certain direction in line with the curriculum, teaching is a central activity through the whole day in preschool.

  • 16.
    Hedefalk, Maria
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Almqvist, Jonas
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Lundqvist, Eva
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    “That’s what you are going to find out” – a comparative study of meaning making in two educational settings.2010Conference paper (Refereed)
    Abstract [en]

    Teachers’ manner of teaching may have different consequences for meaning making in different educational settings. This is a comparative study with the aim to clarify and discuss how educational content is constituted in two different discourse practices. The approach used is inspired by pragmatism and the later works of Wittgenstein. In order to analyze how teachers and children/students constitute meaning, we use the epistemological move analysis. The epistemological moves delivered by teachers in conversations with children/students are analysed in order to understand how teaching activities interplay with the “how” and “what” preschool/students learn. The empirical material is gathered in a Swedish compulsory school (school years 7-9) and in a preschool for children of aged 1-5. The analyses demonstrate important similarities and differences between the two discourse practices. Finally, we discuss how these results can be used in order to understand teaching and learning processes in different settings.

  • 17.
    Larsson, Johanna
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Department of Mathematics and Science Education, Stockholm University, Stockholm, Sweden.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    A Fragmented Training Environment: Discourse Models in the Talk of Physics Teacher Educators2020In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 50, no 6, p. 2559-2585Article in journal (Refereed)
    Abstract [en]

    This article reports the results of an empirical study exploring the discourses of physics teacher educators. We ask how the expressed understandings of a physics teacher education programme in the talk of teacher educators potentially support the identity construction of new teachers. Nine teacher educators from different sections of a physics teacher programme in Sweden were interviewed. The concept of discourse models was used to operationalise how the discourses of the teacher education programme potentially enable the performance of different physics teacher identities. The analysis resulted in the construction of four discourse models that could be seen to be both enabling and limiting the kinds of identity performances trainee physics teachers can enact. Knowledge of the models thus potentially empowers trainee physics teachers to understand the different goals of their educational programme and from there make informed choices about their own particular approach to becoming a professional physics teacher. We also suggest that for teacher educators, knowledge of the discourse models could facilitate making conscious, informed decisions about their own teaching practice.

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  • 18.
    Larsson, Johanna
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Dept. of mathematics and science education, Stockholm University, Stockholm, Sweden.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    How does the culture of physics affect physics teacher education?2017Conference paper (Other academic)
    Abstract [en]

    In this paper we ask how the culture of physics may affect physics teacher education. Our interest is motivated by the pessimistic description of the status of physics teacher education in the US reported by the Task Force on Teacher Education in Physics (T-TEP) (2012). We present the results of an empirical study that examines the culture of physics in Sweden. The main finding is what we call the physics expert model. This was the dominant framing that physicists and physics teachers used in our interviews to talk about physics teacher education. The goal of the physics expert model is to create future physicists, something that is clearly at odds with the purpose of physics teacher education (which is to create future physics teachers). We discuss the implications of the dominance of the physics expert model and suggest that our results offer an important explanatory interpretation of the chronic problems of physics teacher training described in the T-TEP report.

    Download (pdf)
    ESERA2017 proposal
  • 19.
    Larsson, Johanna
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Department of Mathematics and Science Education, Stockholm University, Stockholm, Sweden.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Swimming Against the Tide: Five Assumptions about Physics Teacher Education Sustained by the Culture of Physics Departments2021In: Journal of Science Teacher Education, ISSN 1046-560X, E-ISSN 1573-1847, Vol. 32, no 8, p. 934-951Article in journal (Refereed)
    Abstract [en]

    This study explores the culture of physics departments in Sweden in relation to physicsteacher education. The commitment of physics departments to teacher education iscrucial for the quality of physics teacher education and the way in which physicslecturers’ talk about teacher education is significant, since it can affect trainees’ physicslearning and the choice to become a physics teacher. We analysed interviews witheleven physicists at four Swedish universities, looking for assumptions in relation toteacher training that are expressed in their talk. We found five tacit assumptions aboutphysics teacher training, that together paint a picture of trainee physics teachersmoving in the "wrong" direction, against the tide of physics. These are the PhysicsExpert Assumption: the purpose of all undergraduate physics teaching is to createphysics experts. The Content Assumption : the appropriate physics content for futureschool physics teachers is the same as that for future physicists. The GoalAssumption: the role of a school physics teacher is to create new physicists. TheStudent Assumption: students who become physics teachers do not have the abilityto make it as successful physicists. The Teaching Assumption: If you know physicsthen it’s not difficult to teach it. We suggest that these five assumptions, if perpetuatedwithout reflection, risk working against high quality physics teacher education. Forphysics teacher educators, our results can be used as a lens to reflect on the localdepartmental culture and its effect on teacher education.

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  • 20.
    Lidar, Malena
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Engström, Susanne
    Kungliga tekniska högskolan, KTH.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Almqvist, Jonas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Undervisningstraditioner i naturvetenskaplig undervisning i relation till utbildningsreformer i NO i årskurs 62019In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 15, no 2Article in journal (Refereed)
    Abstract [en]

    In this paper we survey different teaching traditions in Swedish Science Education. 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 and grading being introduced, which could potentially alter teachers’ views of what is relevant content. A web-based questionnaire to teachers all throughout Sweden (response rate 43%, N=796) was used. The results show that groups can be formed with teachers emphasizing different teaching objectives including emphasis on; scientific facts and concept, laboratory work, everyday knowledge, and political and moral questions, even though the groups had a lot of similarities. The teachers indicate that they changed their instruction to a considerable extent after the three parallel reforms carried out 2011-13.

  • 21.
    Lidar, Malena
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Karlberg, Martin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Almqvist, Jonas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Östman, Leif
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Teaching Traditions in Science Teachers’ Practices and the Introduction of National Testing2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 5, p. 754-768Article in journal (Refereed)
    Abstract [en]

    Our main interest in this article is to explore whether Swedish teachers changed their teaching and assessment practices in relation to the new national tests in science education that were introduced 2009. Data was collected using a web-distributed questionnaire, which was answered by 407 teachers. The concept of teaching traditions is used to capture patterns of what is emphasised by teachers in terms of goals and content in teaching and the design of the questionnaire was based on the concept of curriculum emphases. The results show two distinct groups of focus, which is compared with two traditions within science education: the Academic and the Moral tradition. The main content where teaching have been changed is in making science more applied than before, where applied not only mean the application of science knowledge to practical technical issues but also to moral and political issues.

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  • 22.
    Lidar, Malena
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Karlberg, Martin
    Mälardalens högskola, Avdelningen för pedagogik och specialpedagogik .
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Almqvist, Jonas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Manner of teaching and teaching traditions in Science Education: What do teachers emphasize?2012Conference paper (Refereed)
    Abstract [en]

    Research questions, objectives and theoretical framework

    What the main contents of teaching in different subjects should be is a question that could and ought to be problematized. 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 (cf. Fensham, 2009). That every pupil should be scientific literate to be able to take part in society have in many countries become a prominent goal in Science Education (Roberts, 2007). At the same time, there are goals in Science Education stating that pupils should be prepared for future studies in science, something that is relevant only for a minority of the pupils (Roberts, 1988). The difference between these goals for a teacher in Science Education could either be to put emphasis on the contents of the traditional academic subjects physics, chemistry and biology (to give the pupils a solid foundation for future education) or to focus more on the role of science in questions of ethical, social and political character in connection to questions about for example air pollution or global warming. These different purposes in science education create tensions concerning the subjects character (Ryder & Banner, 2011). Even though teachers are working to meet the same goals in the Science syllabuses, emphasis can be made differently, forming different manners of teaching (Munby & Roberts, 1998) that can be connected to different teaching traditions (Lundqvist, Almqvist & Östman, in press).

    The purpose of this study is to survey different manners of teaching practiced in Swedish Science Education in upper secondary schools and to qualify what features are characteristic in these manners, connected to teaching traditions.

     

    Teachers develop different manners of teaching that characterise their actions in the classroom (Munby & Roberts, 1998). The concept “manner of teaching” describes teachers’ actions in relation to epistemology since teachers are in a position to show privileged knowledge and values within the practice. The concept of curriculum emphases (Roberts, 1982) was invented to identify and describe the regularity within the epistemological dimension in teaching. Analysing Science syllabuses and Science textbooks, Roberts (in North America) and Östman (in Sweden) found different patterns concerning curriculum emphases in Science Education: correct explanation, structure of science, solid foundation, scientific skill development, self as explainer, everyday coping and science, technology and decisions (Roberts 1982, Östman, 1996). The curriculum emphases can in turn be connected to Roberts’ (2007) two main visions (I & II) in western societies of how science education should be formed in order to make the pupils scientific literate. Vision I is describes as science reproducing its own products of concepts, laws, theories and methods. In Vision II it is accentuated 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 (e.g. Zeidler, 2003,Wickman et al., forthcoming).

     

    Methodology

    This investigation is done by constructing a questionnaire which aims at elucidating teachers teaching practice according to teaching goals, choice of content and methods used in the classroom including the assessment of students. The alternatives in the questionnaire have been elaborated emanating from the concept of curriculum emphases. In the questionnaire, the teachers were asked to rate several alternative goals, contents, methods, and form of assessment in a five point Likert scale from “not important” to “very important”. The questionnaire was sent to ~1000 teachers teaching grades 6-9 all over Sweden.

    The answers to the questions concerning teachers’ goals and contents in teaching were analysed in order to see if it was possible to find patterns in the collected materials. Factor analysis was used in order to estimate the patterns among the indicators of the teacher’ goals and contents in teaching.  Descriptive analyses of what qualifies the different factors in how the respondents combine alternatives for goals, contents and mode of operation were performed. Furthermore we look in to other aspects e.g. gender, teaching experience and assessment principles to see how these vary within the different manners of teaching.

    Expected outcomes

    The data was suitable for factor analysis (Kaiser’s MSA=0,81). The factor analysis resulted in four distinctive clusters; emphasizing goals and contents concerning 1) scientific methods and ways of reasoning, 2) application of societal, political, moral and existential questions, 3) to prepare pupils for future studies, the future every day and working life, and 4) facts and contents of science. Furthermore, the analysis show that there are statistic significant differences regarding goals and contents depending on gender. It was however no statistic significant differences regarding how many years the teachers had been in the profession.

    With a comparative approach, we find that the four clusters coincide in good measure with the teaching traditions found from analyses of subject content, subject focus and curriculum emphases in the Science syllabuses and Science textbooks (cf. Östman 1996), but not entirely. We attribute the clusters to be a constructivist tradition, a moral tradition, an applied tradition and an academic tradition. The paper discusses central features of teachers’ manners of teaching practice in the different traditions.

  • 23.
    Lidar, Malena
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Att göra elevers erfarenheter till ett lärandeinnehåll i NO-undervisningen.2018In: Att bli lärare / [ed] Eva Insulander; Staffan Selander, Stockholm: Liber, 2018, 1, p. 147-153Chapter in book (Other (popular science, discussion, etc.))
  • 24.
    Lidar, Malena
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lärarens roll för att rikta uppmärksamheten2014In: Lärande i handling: En pragmatisk didaktik / [ed] Per-Olof Wickman, Lund: Studentlitteratur AB, 2014Chapter in book (Other academic)
  • 25.
    Lidar, Malena
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Lundqvist, Eva
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Nationella prov i biologi, fysik och kemi - hur påverkas undervisningen?2010Conference paper (Refereed)
    Abstract [en]

    National tests in biology, physics and chemistry: potential influence on teachers’ teaching practices

    National tests in biology, physics and chemistry are now introduced in year 9 in Swedish comprehensive school. These tests aim at supporting teaching, learning and development of school practice in direction towards the goals in national curriculum. The introduction of national tests is used by the government in order to raise the standards, make more students reach the goals by strengthening the follow-up of student knowledge and at the same time create a more equal and fair assessment and grading of students. This is described as necessary since Swedish students’ results are cut back in national measurements and they achieve lower scores relatively to students in other comparable countries (e.g. TIMSS). We propose a project that will investigate if and in which way the introduction of national tests in science education influence teachers’ opinions of what is ‘good’ education in science and how this effects teachers’ instruction and assessment of students. This paper will be devided in two parts. The first part present an outline for a research project and the second part present the results of a pilot study with the aim to study how two focus groups of teachers have experienced the try-outs of national tests in 2009. The outlined project would firstly conduct a survey identifying different teaching traditions, or selective traditions, among the Swedish teachers. This is done by constructing a questionnaire which aims at identifying teachers teaching practice according to teaching goals, choice of content and methods used in the classroom. Secondly, elected teachers from different teaching traditions will be interviewed and observed when teaching. Analyses from the material will be made with the concept of ‘curriculum emphases’ to identify what is considered to be important knowledge. Analyses of the actual national tests will be carried out using the same tools. The results of the investigations will be discussed in relation to research on ‘scientific literacy’, which relates to socioscientific issues. This project will make it possible to identify potential systematic differences in teachers’ opinions and practice between teachers belonging to different teaching traditions regarding the effects of national tests. In the pilot study carried out during autumn 2009, groups of teachers in two different schools were given the task to discuss their experiences from performing try-out national tests in physics, chemistry or biology. They were asked questions about if and how they imagined theirs and others teaching would be affected by the introduction of national tests and if the content of instruction would change as a consequence. Preliminary results show that the group of teachers that preformed the chemistry test, identified everyday knowledge as privileged. These teachers used textbooks in their teaching, which according to them do not use this emphasis, they expressed the students were insufficiently prepared. The teachers made the prediction that the textbooks will probably change as a consequence. The teachers who have carried out the physics test expressed that the test helped them to see what had been missing in their teaching, according to both content and teaching methods. They also state that the national tests might function as a model when constructing questions concerning higher order thinking (MVG). The preliminary results from the pilot study will provide a background to find relevant and precise questions to a future survey, give insight into different positions teachers may take on and point to which changes are possible.

  • 26.
    Lidar, Malena
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Almqvist, Jonas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Effects of national assessment on teaching in science education2014Conference paper (Refereed)
    Abstract [en]

    This paper reports results from a project that aims at investigating if and in which way the introduction of national tests in science education influence teachers’ opinions of what is ”good” education in science and how this influence teachers’ instruction and assessment of students. National tests in biology, physics and chemistry were introduced in 2009 in year 9 in Swedish compulsory school. Some of the governing arguments for introducing national tests are that they will work exemplary for teachers and create a more equal and fair assessment and grading of students.

     

    A survey among Swedish science teachers were performed regarding various aspects of their practice. Selected teachers were then interviewed about their teaching. Analyses of the actual national tests were also carried out.

     

    The theoretical framework is built on curriculum theory. The concept of curriculum emphases is used as an analytical tool for analyzing content selection in tests and instruction.

     

    The results showed that different teachers put emphasis on different goals, contents, and assessment in their classroom practices and that these aspects can be systematically grouped as teaching traditions. Nevertheless, there were no significant differences in how teachers in different teaching traditions responded to national tests.  Concerning the tests the analysis showed that, to pass the tests, the students need to answer correctly on questions dealing foremost with disciplinary knowledge. To get higher grades they also need to be able to answer questions on the use of science in relation to political and moral issues. The content within the three different tests, biology, chemistry and physics, also showed variations of what is tested. In the interviews the teachers talked about mainly three subject areas where the national tests have added their teaching new content related aspects. These subject areas are united by the call for a testing of an intellectual dimension of science; ways of thinking in the research process and ways to deal with the relationship between theory and evidence in science.

     

    Conclusions from the different studies are discussed in relation to the question about the use of national tests as a way to generate a more equal and fair education.

  • 27.
    Lidar, Malena
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Almqvist, Jonas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    New national tests and teachers' professional development in science education2013Conference paper (Refereed)
  • 28.
    Lidar, Malena
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Eriksson, Cecilia
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Bagarmossens skola, Stockholm.
    Hjertson, Malin
    Fyrisskolan, Uppsala.
    Solum, Ida
    Rosendalsgymnasiet, Uppsala.
    Östman, Leif
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Teaching antimicrobial resistance: Educating young people to be change agents2021In: Managing Antimicrobial Resistance through Behavior Change: Post-conference briefs, 2021Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    We want our children to have the benefit of growing up in a world where it is possible to cure common diseases, such as pneumonia or meningitis, successfully treat complex diseases such as cancer and to do surgery without imminent risk of incurable infection. Therefore, we need our children – the next generation of citizens – to feel competent, able and willing to contribute to the work of preserving the power of antibiotics as effective medicine for bacterial infections in humans and animals. If we are to give children the competence they need to take action to preserve antibiotics, it is not enough to teach them the medical or epidemiological facts; they also need to learn values and priorities associated with the emergence and spread of antimicrobial resistance (AMR) as well as to transform their knowledge and values into practical actions. 

    Aim of the workshop

    In this workshop, we want to bring together a group of educators, curriculum experts, policymakers and health experts to discuss the role schools can play in giving young people the competence they need to act responsibly and preventively as well as to, when antibiotics are necessary, use them wisely. In addressing the multi-sectorial nature of AMR, there is a need for teaching that helps students pay attention to, and see connections between, the many concurrent perspectives of relevance: medical, ecological, technical, ethical, social and economic perspectives. With this in mind, we would like the workshop to address, in particular, what education should include if it is to produce students who can act competently in relation to AMR issues, and how this competence is best taught in the context of a formal education system. The workshop discussion will be guided by the following questions:

    ·         What does teaching need to address, including both facts and values, to educate students and ensure their competence and willingness to act in relation to AMR issues?

    ·         How can we work to enable teachers to feel confident about teaching issues of high complexity, including multiple perspectives and, at times, conflicting interests and needs? 

    ·         How is it possible to teach about a topic that may have very severe consequences without students becoming scared or disillusioned about the future?

    ·         How do we work to accumulate, sustain and disseminate experiences of and build a knowledge base around teaching about AMR? 

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  • 29.
    Lidar, Malena
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Hjertson, Malin
    Mellberg, Sofie
    Solum, Ida
    Rädda antibiotikan med kunskap och handling.: Lektionsmaterial för gymnasiet.2022Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Antibiotikaresistens är ett folkhälsoproblem och en ökad resistensutveckling kan få stora konsekvenser för både individen och samhället, på lokal och global nivå. För att möta den komplexa problematik som vår användning av antibiotika medför behöver elever inte bara lära sig faktakunskaper, de behöver också utveckla handlingskompetens som innefattar bland annat att människor upplever att de har möjligheter att agera utifrån kunskaper, kritiskt tänkande och värderingar. I ett  forskningsprojekt har didaktikforskare vid Uppsala universitet tillsammans med biologilärare på högstadiet och gymnasiet tagit fram ett undervisningsmaterial om antibiotikaresistens.

  • 30.
    Lidar, Malena
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Ryder, Jim
    University of Leeds, UK.
    Almqvist, Jonas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Östman, Leif
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Teachers’ responses to the introduction of grading and national testing in Sweden2014Conference paper (Refereed)
    Abstract [en]

    Reforms to the assessment system in Swedish schools were implemented in 2012.  The reform requires that pupils receive grades, rather than comments only, at Y6 (age 12-13). Previously this happened from Y8. Also, national tests were introduced in Biology, Physics and Chemistry. The national tests, marked locally using a marking scheme, are intended to support teachers in the assessment of students’ knowledge and to be supportive of consistent grading between schools. This study investigates whether, and if so in what way, the introduction of this centralized control influences the local teaching and assessment practices in science.

    Interviews were conducted with 12 teachers exploring their teaching practice after the first round of local grading and national tests. In some Swedish schools pupils are taught science by subject specialist teachers; in others by a ‘generalist’ teacher. Questions explored what they considered as characteristic about science teaching, how they select teaching content and assessment approaches, in addition to their thoughts on the reforms.

    Our theoretical framework is based on curriculum theory and research on educational traditions, showing that there are often patterns in the choices made by teachers in classroom teaching, and the purposes underlying these (i.e. Fensham  2009, Lundqvist et al 2012, Roberts 2011). For example, some teachers demonstrate a tradition of more emphasis on introducing pupils to scientific concepts and relations, while others focus on using scientific knowledge to explain, and deal with, situations in everyday life.    

    In the interviews, teachers expressed different teaching goals. For example, some teachers simply talk about the goal of enabling students to understand the world around them. Other teachers focus on enabling students to draw upon scientific knowledge to inform decisions around socio-scientific issues, e.g. environmental sustainability. Other teachers focus on preparing students for future science study or careers. Teachers also value the content in the national tests differently, e.g. in terms of agreeing /not agreeing with what they consider to be valid knowledge at Y6. This was expressed either as the tests being examples of good practice that a teacher aims to match, or that the tests were fragmenting the science content and detaching it from its social context.  These differing responses resulted in shifts in local teaching and assessment practices.

    Our study has implications for the reform of national testing regimes in other countries. This includes the UK, where a variety of national testing systems are in place, with ongoing changes.

  • 31.
    Lidar, Malena
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Ryder, Jim
    University of Leeds.
    Östman, Leif
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    The Transformation of Teaching Habits in Relation to the Introduction of Grading and National Testing in Science Education in Sweden2020In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 50, p. 151-173Article in journal (Refereed)
    Abstract [en]

    In Sweden, a new curriculum and new methods of assessment (grading of students and national tests) in science education were introduced in grade six in 2012/2013. We have investigated what implications these reforms have for teachers’ teaching and assessment practices in order to explore the question of how teachers transform their teaching habits in relation to policy reforms. Interviews with 16 teachers teaching science in Y6, over three years after the reforms were introduced, were analyzed. Building on the ideas of John Dewey, we consider teachers’ talk about their everyday practice as expressions of their habits of teaching. Habits of teaching are related both to individual experiences as well as institutional traditions in and about teaching. A categorization of educational philosophies was used to teachers’ habits of teaching to a collective level, and to show how habits can be transformed and developed over time in specific sociocultural contexts. The teachers were categorised as using essentialist and/or progressivist educational philosophy. In the responses to the introduction of grading and national testing, the teachers took three approaches: their habits being reinforced, revised or unchanged in relation to the reforms. Although the responses were different, a striking similarity was that all teachers justified their responses with wanting to do what is best for students. However, how to show care for students differed, from delivering scientific knowledge in alignment with a essentialist educational philosophy, to preparing students to do well on tests, to supporting their development as individuals, which is in alignment with a progressivist educational philosophy.

  • 32.
    Lidar, Malena
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Ryder, Jim
    University of Leeds.
    Östman, Leif
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    The Transformation of Teaching Habits in Relation to the Introduction of Grading and National Testing in Science Education in Sweden2020In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 50, no 1, p. 151-173Article in journal (Refereed)
    Abstract [en]

    In Sweden, a new curriculum and new methods of assessment (grading of students and national tests) in science education were introduced in grade six in 2012/2013. We have investigated what implications these reforms have for teachers’ teaching and assessment practices in order to explore the question of how teachers transform their teaching habits in relation to policy reforms. Interviews with 16 teachers teaching science in Y6, over three years after the reforms were introduced, were analyzed. Building on the ideas of John Dewey, we consider teachers’ talk about their everyday practice as expressions of their habits of teaching. Habits of teaching are related both to individual experiences as well as institutional traditions in and about teaching. A categorization of educational philosophies was used to teachers’ habits of teaching to a collective level, and to show how habits can be transformed and developed over time in specific sociocultural contexts. The teachers were categorised as using essentialist and/or progressivist educational philosophy. In the responses to the introduction of grading and national testing, the teachers took three approaches: their habits being reinforced, revised or unchanged in relation to the reforms. Although the responses were different, a striking similarity was that all teachers justified their responses with wanting to do what is best for students. However, how to show care for students differed, from delivering scientific knowledge in alignment with a essentialist educational philosophy, to preparing students to do well on tests, to supporting their development as individuals, which is in alignment with a progressivist educational philosophy.

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  • 33.
    Lidar, Malena
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Lundqvist, Eva
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Östman, Leif
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Comparative studies of manners of teaching2010Conference paper (Refereed)
    Abstract [en]

    The ambition with this presentation is to create possibilities for studying and make comparisons of teaching between subjects and teaching traditions within different cultural settings. This is important because didactic competence depends on the existence of alternatives, in this case, alternative ways of teaching, or alternative manners of teaching. Alternatives make choices necessary and visible and the need for justification arise.

    In order to fulfil these ambitions we will present a way of analysing teachers’ manners of teaching. This method for analysis contains two steps: analyses of epistemological moves and analyses of curriculum emphases. The theoretical background for the analyses is pragmatism, the work of late Wittgenstein and discourse theory.

    By identifying different manners of teaching possibilities are created to discuss what counts as teaching, teaching science in this case. Using analyses of epistemological moves and curriculum emphases for identifying different manners of teaching have several advantages. Firstly, the epistemological dimension is part of all teaching. This makes comparisons between teaching in different subjects possible. Secondly, analyses of curriculum emphases have been used in order to create knowledge about educational discourses and its historical transformation within different subjects. Thereby it becomes possible to highlight the potential connections between manners of teaching and educational discourses which are important when making comparisons between different manners of teaching within different cultural settings. Thirdly, by using epistemological moves analysis as the basic analytic tool, the problem of theoretical overdetermination is avoided, i.e. that categories are forced upon the empirical material.

  • 34.
    Lidar, Malena
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Lundqvist, Eva
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Östman, Leif
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Teaching and learning in the science classroom: The interplay between teachers' epistemological moves and students' practical epistemology2006In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 90, no 1, p. 148-163Article in journal (Refereed)
    Abstract [en]

    The practical epistemology used by students and the epistemological moves delivered by teachers in conversations with students are analyzed in order to understand how teaching activities interplay with the how and the what of students' learning. The purpose is to develop an approach for analyzing the process of privileging in students' meaning making and how individual and situational aspects of classroom discourse interact in this process. Here we especially focus on the experiences of students and the encounter with the teacher. The analyses also demonstrate that a study of teaching and learning activities can shed light on which role epistemology has for students' meaning making, for teaching and for the interplay between these activities. The methodological approach used is an elaboration a sociocultural perspective on learning, pragmatism, and the work of Wittgenstein. The empirical material consists of recordings made in science classes in two Swedish compulsory schools.

  • 35.
    Ligozat, Florence
    et al.
    Univ Geneva, Fac Psychol & Educ Sci, 40 Blvd Pont Arve, CH-1205 Geneva, Switzerland.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Amade-Escot, Chantal
    Univ Toulouse, Toulouse, France.
    Analysing the continuity of teaching and learning in classroom actions: When the joint action framework in didactics meets the pragmatist approach to classroom discourses2018In: European Educational Research Journal, E-ISSN 1474-9041, Vol. 17, no 1, p. 147-169Article in journal (Refereed)
    Abstract [en]

    One strand of comparative didactics aims at discussing the relationships between the theoretical constructions developed within subject didactics and how these can contribute to research about teaching and learning. This article explores the relationships between categories for analysing joint actions of teacher and students (didactic contract, milieu, mesogenesis, topogenesis, chronogenesis) and categories used in the pragmatist approach of classroom discourse analysis (practical epistemology and epistemological moves). We combine both frameworks to feature different types of breaches in the didactic contract and the building of continuity in teaching and learning actions for dealing with these breaches. Analyses are carried out through examples of classroom events in science education and physical education. We argue that these frameworks, when elaborated on and compared, enable us to characterise both generic and specific dimensions of teaching and learning in different subjects.

  • 36.
    Ligozat, Florence
    et al.
    Université de Genève.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Amade-Escot, Chantal
    Université Toulouse - Jean Jaurès.
    Exploring the Continuity of Teaching and Learning through the Breaches in the Didactic Contract: A Comparison of Classroom Events in Science Education and Physical EducationIn: European Educational Research Journal, E-ISSN 1474-9041Article in journal (Refereed)
  • 37.
    Lundqvist, Eva
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Companion meanings in classroom communication2007In: NERA Congress, Turku, March 15-17, 2007., 2007Conference paper (Other (popular scientific, debate etc.))
    Abstract [en]

    The general aim of this paper is to discuss the relation between different manners of teaching and students’ learning process in a science education practice. This relation will be studied with a certain focus to discuss how teachers’ epistemological moves make students’ participation possible or restricted. Teachers make a lot of choices about the scientific content and it is important to recognise that every choice has potential consequences for the students learning, participation and socialisation. In this text participation will be understood as a way of letting students take part not only in learning facts and statements about scientific issues, it is also about taking part in different perspectives and evidences. Within analyses of teachers’ epistemological moves and students’ practical epistemology it is possible to discuss teachers’ distribution of power in the classroom. Teachers’ distribution of power in the classroom is a way to deal with students’ participation.

    The analysis is done from a sociocultural perspective on learning with inspiration from pragmatism and Wittgenstein’s later work. The empirical material consists of video recorded science lessons in comprehensive school.

    Keywords: epistemological moves, science content, participation, powerdistribution

  • 38.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Didaktisk utvecklingsdialog. Praktik och kunskapsutveckling i gymnasieskolan: Kommentar till kapitlet av Hagman, V. Studieteknik – varför ska jag kunna det?2018Book (Other (popular science, discussion, etc.))
  • 39.
    Lundqvist, Eva
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Undervisningssätt, lärande och socialisation: Analyser av lärares riktningsgivare och elevers meningsskapande i NO-undervisning2009Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this thesis is to study teachers’ manner of teaching and its role for students’ meaning making. In order to shed light on this interplay, a methodological approach, based on pragmatism, a sociocultural perspective on learning and Wittgenstein’s later works, is developed and applied. As the methodological approach is designed to study meanings as constituted in action, the empirical material consists of conversations between teachers and students. The practice in focus is science education in Swedish compulsory school.

    The thesis includes four case studies. In the first study, the method EMA (Epistemological Move Analysis) is developed with the aim of describing teachers’ role for the students’ learning of scientific knowledge. In the second study, another method – CACM (Communication Analysis of Companion Meanings) is developed and illustrated. With CACM, epistemological norms and companion meanings are analysed in order to describe students’ socialisation into a specific practice. In the third study, CACM is used to analyse and describe two central epistemological norms and companion meanings in three teachers’ teaching. The fourth study seeks to describe in full one teacher’s manner of teaching in terms of educational philosophy and selective tradition. Using the developed approach, an analysis of one teacher’s teaching during the course of four lessons is conducted.

    The results show that, without prescribing teachers and students a specific view of science, it is both possible and fruitful to study how meanings are constituted in action in classroom practice. At the same time as the students learn scientific knowledge, they are also socialised into specific ways of approaching science. Teachers’ epistemological moves, in encounter with students’ meaning making, play an important role for students’ learning in science as well as about science.

    List of papers
    1. Teaching and learning in the science classroom: The interplay between teachers' epistemological moves and students' practical epistemology
    Open this publication in new window or tab >>Teaching and learning in the science classroom: The interplay between teachers' epistemological moves and students' practical epistemology
    2006 (English)In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 90, no 1, p. 148-163Article in journal (Refereed) Published
    Abstract [en]

    The practical epistemology used by students and the epistemological moves delivered by teachers in conversations with students are analyzed in order to understand how teaching activities interplay with the how and the what of students' learning. The purpose is to develop an approach for analyzing the process of privileging in students' meaning making and how individual and situational aspects of classroom discourse interact in this process. Here we especially focus on the experiences of students and the encounter with the teacher. The analyses also demonstrate that a study of teaching and learning activities can shed light on which role epistemology has for students' meaning making, for teaching and for the interplay between these activities. The methodological approach used is an elaboration a sociocultural perspective on learning, pragmatism, and the work of Wittgenstein. The empirical material consists of recordings made in science classes in two Swedish compulsory schools.

    National Category
    Pedagogy
    Identifiers
    urn:nbn:se:uu:diva-98105 (URN)10.1002/sce.20092 (DOI)
    Available from: 2009-02-11 Created: 2009-02-11 Last updated: 2017-12-13Bibliographically approved
    2. Att undersöka No-undervisningens normativitet: Epistemologiska normer och följemeningar i samspelet mellan lärare och elever
    Open this publication in new window or tab >>Att undersöka No-undervisningens normativitet: Epistemologiska normer och följemeningar i samspelet mellan lärare och elever
    In: Nordisk PedagogikArticle in journal (Refereed) Submitted
    Abstract
    Identifiers
    urn:nbn:se:uu:diva-98106 (URN)
    Available from: 2009-02-11 Created: 2009-02-11 Last updated: 2016-05-15Bibliographically approved
    3. Epistemological norms and companion meanings in science classroom communication
    Open this publication in new window or tab >>Epistemological norms and companion meanings in science classroom communication
    2009 (English)In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 93, no 5, p. 859-874Article in journal (Refereed) Published
    Abstract [en]

    In this paper, we describe two central epistemological norms related to the importance of making investigations and to scientific language and its logic. These norms have been identified in empirical material consisting of 200 video-recorded lessons in three different science classes. With regard to the learning of science and socialization, we discuss and problematize these norms in the context of science learned at school and the nature of science. A methodological approach has been developed and used to analyze and identify the role that teachers' actions play in which epistemology students adopt in their meaning making and to highlight which view of science this usage represents. The approach consists of a combination of three methodologies: practical epistemology analyses, epistemological move analyses, and analyses of companion meanings. This combination produces communication analysis of companion meanings. The theory is based on pragmatism, sociocultural approaches to learning, and the later works of Wittgenstein. The companion meanings described in the empirical material indicate that if students learn the identified norms without any explicit problematization, they will only view science as rational and inductive in character and exclude alternative views from the practice.

    National Category
    Pedagogy
    Identifiers
    urn:nbn:se:uu:diva-98107 (URN)10.1002/sce.20334 (DOI)000268973700005 ()
    Available from: 2009-02-11 Created: 2009-02-11 Last updated: 2022-01-28Bibliographically approved
    4. Teacher in action: Manner of teaching and institutional tradition
    Open this publication in new window or tab >>Teacher in action: Manner of teaching and institutional tradition
    (English)Manuscript (Other academic)
    Abstract
    National Category
    Didactics
    Identifiers
    urn:nbn:se:uu:diva-98108 (URN)
    Available from: 2009-02-11 Created: 2009-02-11 Last updated: 2016-05-15
    Download full text (pdf)
    FULLTEXT02
  • 40.
    Lundqvist, Eva
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Almqvist, Jonas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lidar, Malena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    National tests and teachers’ practice2012Conference paper (Refereed)
    Abstract [en]

    This paper is a contribution to the discussion of what function assessment of students has in everyday practice. What consequences do increased control of students’ knowledge have in teachers choices of teaching contents and methods, and thereby for what students are given the opportunity to learn.

    An increasingly test-driven educational culture is now reality in many parts of the world (Broadfoot & Black 2004). There is also an ongoing discussion about the effects of national tests and research show that there are certainly both positive and negative outcomes from these sorts of testing (eg. Cimbricz 2002). Wales has for example abandoned the national testing system that England and Wales were a part of (Collins, Reiss & Stobart 2010). Implementation of national tests is found to have different consequences for teachers teaching and assessment practice and there is a need for investigating and nuance what these consequences are (Boesen 2006, Maier 2009). National tests in biology, physics and chemistry in year 9 in Swedish comprehensive school was introduced in spring 2009. The purpose of these tests are to raise the standards, make more students reach the goals by strengthen the follow-up of student knowledge, serve exemplary for teachers teaching and at the same time create a more equal and fair assessment and grading of students. This is described as necessary since Swedish students’ results are cut back in national assessments and they achieve lower scores relatively to students in other comparable countries (eg. TIMSS).

    The aim of the study presented is to investigate if and in which way the introduction of national tests in science education influences teachers’ opinions of what is "good" science education and how this effects the teachers’ instructions and assessment in their teaching practice. This study is part of a bigger project. In one part of the project a survey identifying different teaching traditions among Swedish science education teachers has been performed (Lidar et al, unpublished). From the results of the survey, teachers from four different teaching traditions have been selected for interviews.

    The theoretical framework is built foremost from Douglas Robert’s categorisation of science education content into curriculum emphasis (1982). Curriculum emphasis is defined as a coherent set of messages about science rather that within science and those messages are said to accompany the teaching of science subject matter. Roberts in Canada and Leif Östman in Sweden found seven different curriculum emphasis in textbooks, in-service training literature and syllabuses; correct explanation, structure of science, solid foundation, scientific skill development, self as explainer, everyday coping and science, technology and decisions (Roberts & Östman 1998). The results will also be analysed and discussed in relation to scientific literacy, starting in Roberts’ (2007) concepts, vision I and vision II. The most obvious distinction between Vision I and Vision II has to do with how the character of socio-scientific issues and problem is conceptualized and experienced in education.

    The empirical material consists of telephone interviews with 30 teachers categorized within the survey study into four different teaching traditions. Each interview lasted approximately 45 minutes. The analyses from the interviews aim at identifying what is considered to be important knowledge in the teachers’ teaching, ways of using assessment in teaching and foremost how the national tests have influenced the teachers’ assessment and choice of subject matter in everyday practice. In a first step we identified the teachers’ utterances within the different categories of curriculum emphasis. In order to refine and qualify these categories we made further analyses within these categories, focusing on statements describing actual actions in the classroom. The interviews were semi-structured to both enable the teachers to prepare before the interviews and for us as researchers to be able to ask other questions depending on how the respondents answered (Kvale & Brinkman 2009).

    The study show systematic differences in teachers’ answers about teaching and assessment practices, in relation to the implementation of national tests. The interviews confirm the correlations from the survey study regarding the categorisation of teachers as belonging to different teaching traditions. The results also show important nuances within the teaching traditions. Most of the teachers stresses that the national test is only one of many ways off assessing the students, it is important not to forget what the student perform over a longer period of time. Though the results from the study show that the teachers can be categorised into different teaching traditions based on their expressions about different aims and goals with their teaching. Still most of the teachers express that they do not need to change their teaching a lot, they already teach in line with the content included in the tests. We will discuss potential explanations to the results and also highlight the results in relation to research on scientific literacy.

     

     

  • 41.
    Lundqvist, Eva
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Almqvist, Jonas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Östman, Leif
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Analysing socialisation in science classroom communication.2008Conference paper (Refereed)
  • 42.
    Lundqvist, Eva
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Almqvist, Jonas
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Östman, Leif
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Companion meanings in classroom communication2007Conference paper (Refereed)
    Abstract [en]

    The aim of this study is to illustrate an approach for analysing views of science which are communicated by different manners of teaching, and discuss what consequences these manners may have for students’ learning of specific ways of approaching science in the learning process. Scientific literacy is a way to describe what kind of science content and views of science that schools should offer students. An important aspect of scientific literacy is the idea of power distribution (Geddis 1998). In order to make students take part in the decision making processes in society it is necessary that they experience that their engagement is important for solving socio-scientific problems. Such an experience can be offered in the science classroom. In order to make scientific communication possible to analyse, we are going to use the concept of companion meaning (Roberts & Östman 1998). The study contribute to the discussion about possibilities and limitations in manners of teaching science, a discussion about how different moves from the teacher may have consequences for the students learning of both science and the “view of science”. The empirical material consists of video recordings from science classroom situations in a Swedish compulsory school.

  • 43.
    Lundqvist, Eva
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Almqvist, Jonas
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Östman, Leif
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Epistemological norms and companion meanings in science classroom communication2009In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 93, no 5, p. 859-874Article in journal (Refereed)
    Abstract [en]

    In this paper, we describe two central epistemological norms related to the importance of making investigations and to scientific language and its logic. These norms have been identified in empirical material consisting of 200 video-recorded lessons in three different science classes. With regard to the learning of science and socialization, we discuss and problematize these norms in the context of science learned at school and the nature of science. A methodological approach has been developed and used to analyze and identify the role that teachers' actions play in which epistemology students adopt in their meaning making and to highlight which view of science this usage represents. The approach consists of a combination of three methodologies: practical epistemology analyses, epistemological move analyses, and analyses of companion meanings. This combination produces communication analysis of companion meanings. The theory is based on pragmatism, sociocultural approaches to learning, and the later works of Wittgenstein. The companion meanings described in the empirical material indicate that if students learn the identified norms without any explicit problematization, they will only view science as rational and inductive in character and exclude alternative views from the practice.

  • 44.
    Lundqvist, Eva
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Almqvist, Jonas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Östman, Leif
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Institutional tradition in teachers' manners of teaching2011Conference paper (Refereed)
    Abstract [en]

    The purpose of this article is to analyse and describe one teacher’s teaching in relation to established traditions within science education inSweden. The teacher’s manner of teaching is analysed with the help of an epistemological move analysis (EMA). The moves made by the teacher are than compared in a context of educational philosophy and selective tradition. In the analyses the focus is to study the process of teaching and learning in action in institutionalised and socially shared practices.

    The empirical material consists of video recordings of four lessons with the same group of students and the same teacher. The students are all in Year7 ina Swedish nine-year compulsory school. During these lessons the students work with a subject area called “Properties of materials”.

    The results show that the teacher makes a number of different moves with

    regard to how to proceed and come to a conclusion about what the substances are. Many of these moves are special in that they indicate that the students need to be able to handle the procedural level of school science. These moves do not deal directly with the knowledge production process, however, but with methodological aspects. The function of the moves is to switch the students’ attention from one source of knowledge to another. The moves are aimed at helping the students to help themselves, since it is through their own activity and their own thinking that learning takes place. This is characteristic in the teachers’ manner of teaching. When compared in a context of educational philosophy, this manner of teaching has similarities with progressentialism; a mixture of essentialism and progressivism. This educational philosophy is a central aspect of what is called the academic tradition - a selective tradition common in science education inSwedenbetween 1960-1990.

  • 45.
    Lundqvist, Eva
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Almqvist, Jonas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Östman, Leif
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Institutional traditions in teachers' manners of teaching2012In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to make a close case study of one teacher’s teaching in relation to established traditions within science education inSweden. The teacher’s manner of teaching is analysed with the help of an epistemological move analysis (EMA). The moves made by the teacher are then compared in a context of educational philosophy and selective tradition. In the analyses the focus is to study the process of teaching and learning in action in institutionalised and socially shared practices.

    The empirical material consists of video recordings of four lessons with the same group of students and the same teacher. The students are all in Year7 ina Swedish nine-year compulsory school. During these lessons the students work with a subject area called “Properties of materials”.

    The results show that the teacher makes a number of different moves with regard to how to proceed and come to a conclusion about what the substances are. Many of these moves are special in that they indicate that the students need to be able to handle the procedural level of school science. These moves do not deal directly with the knowledge production process, but with methodological aspects. The function of the moves turns the students’ attention from one source of knowledge to another. The moves are aimed at helping the students to help themselves, since it is through their own activity and their own thinking that learning takes place. This is characteristic in the teacher’s manner of teaching. When compared in a context of educational philosophy, this manner of teaching has similarities with progressentialism; a mixture of essentialism and progressivism. This educational philosophy is a central aspect of what is called the academic tradition - a selective tradition common in science education inSwedenbetween 1960-1990.

  • 46.
    Lundqvist, Eva
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Hamza, Karim
    Mangling Didactic Models for Use in Didactic Analysis of Classroom Interaction2023In: Didactics in a Changing World: Transdisciplinary Perspectives in Educational Research / [ed] Ligozat, F., Klette, K., Almqvist, J., Switzerland: Springer Nature, 2023, 1, p. 103-121Chapter in book (Refereed)
    Abstract [en]

    The purpose of this chapter is to illustrate the idea behind the notion of mangling as part of the empirical development of didactic models. Didactic models range from macro theories concerned with the selection of goals, content, and methods to micro level modelling of individual lessons and students’ performance, and may take various shapes such as schemata, classification patterns, and rationales for didactic action, i.e., for teaching and learning. Didactic modelling consists of three core activities: extraction, mangling, and exemplification. Mangling designates a process of successive and deliberate adaptation of didactic models by applying them in didactic analysis and design in new contexts. We provide an example of mangling of two existing didactic models, the curriculum emphases (Roberts, Science Education, 66(2), 243–260: 1982) and subject foci (Fensham, Development and dilemmas in science education. The Falmer Press: 1988; Östman, Journal of Curriculum Studies, 28(1), 37–55: 1996). These models were initially developed for didactic analysis of science textbooks and national curricula. In this study we show how these models needed to be modified when mangled through a different practice, viz., analyses of actual teaching in science classrooms. Through the mangling process, the models were modified in the following three senses: (1) Their application range was extended, as a result of demonstrating that they could be meaningfully applied to a new context. (2) The conditions for their application needed to be changed, particular by the need for dividing classroom data into workable pieces that could thereafter be analyzed. (3) The application purpose of the two models changed, from analyses of regularities to analyses of variation in meanings offered to students. These modifications testify to the need for mangling of didactic models in different practices, rather than assuming that they may be unproblematically applied across contexts.

  • 47.
    Lundqvist, Eva
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Hamza, Karim
    Almqvist, Jonas
    Teaching traditions in action in science education.: A Swedish case study.2015Conference paper (Refereed)
  • 48.
    Lundqvist, Eva
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lidar, Malena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Functional coordination between present teaching and policy reform in Swedish science education2019Conference paper (Refereed)
    Abstract [en]

    Major policy changes make teachers reconsider how they teach. In Sweden, a new curriculum, a grading system, and national tests were introduced in science education in Year 6 (Y6) for the 2012/2013 academic year. After two years the national tests were made voluntary, and they ended the following year. In this longitudinal interview study we investigate what implications these reforms had for teachers’ teaching and assessment practices in science education. Interviews with 10 teachers over four subsequent years were analysed by applying Dewey’s notion of habits in order to explore how teachers coordinate between their teaching habits and new policies. The result show that teachers work to adjust their teaching practices in order to; make teaching transparent, deal with the experience of increased levels of stress, develop professionally in collective practices, and reconsider the teaching content and methods. Most strikingly, almost all the teachers accepted the reforms as a positive element in their professional work. In the last round of interviews, it was evident that, after the tests were taken away, teachers downplayed the significance of the national tests as a factor that changed their teaching and changed what they consider as good science education.

  • 49.
    Lundqvist, Eva
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lidar, Malena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Functional coordination between present teaching and policy reform in Swedish science education2021In: Education Inquiry, E-ISSN 2000-4508, Vol. 12, no 2, p. 163-182Article in journal (Refereed)
    Abstract [en]

    Major policy changes make teachers reconsider how they teach. In Sweden, a new curriculum, a grading system, and national tests were introduced in science education in Year 6 (Y6) for the 2012/2013 academic year. After two years, the national tests were made voluntary, and they ended the following year. In this interview study, we investigate what implications these reforms had for teachers’ teaching and assessment practices in science education. Interviews with 10 teachers over four subsequent years were analysed by applying Dewey’s notion of habits in order to explore how teachers coordinate between their teaching habits and new policies. The result show that teachers work to adjust their teaching practices in order to; make teaching transparent, deal with the experience of increased levels of stress, develop professionally in collective practices, and reconsider the teaching content and methods. However, in the last round of interviews, it was evident that, after the tests were taken away, teachers downplayed the significance of the national tests as a factor that changed their teaching and changed what they consider as good science education.

    Download full text (pdf)
    fulltext
  • 50.
    Lundqvist, Eva
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lidar, Malena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Nationella prov i NO och lärares val av undervisningsinnehåll2013In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 22, no 3, p. 85-106Article in journal (Refereed)
    Abstract [en]

    From 2009/10, all pupils in Year 9 in Sweden are obliged to take a national test in one of the science subjects physics, chemistry or biology. There are several aims of the national test system, among others to support teachers’ work by concretizing the curriculum and syllabi. In this article, we examine how the introduction of national tests in science education could affect the content selection teachers express that they do in their teaching. The data consists of interviews with 29 teachers teaching science in the upper years of compulsory school. The result shows that there are three themes of contents that teachers highlight as new in the national tests; scientific argumentation, the history of science and laboratory work. In an analysis, looking through the lens of curriculum emphases, it is shown that what unites these three content areas is that emphasis put on the intellectual skills of the scientific craftsmanship. An explanation for this could be that many teachers recognize this as a key content in scientific activities, but a content that they did not teach to a large extent.

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