Incorporating nanoscale science and technology into secondary school curriculum: Views of nano-trained science teachers

Laherto, Antti

doi:10.5617/nordina.234

Cited by 21 publications

(24 citation statements)

References 16 publications

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“…Startprincip1: Införandet av nytt kunskapsinnehåll, NVT och riskbedömning, som en ingång till samhällsfrågor med naturvetenskapligt innehåll, kräver att läraren erbjuds ett undervisningsmaterial som utgångspunkt att sedan bearbeta (Laherto, 2011). Detta är nödvändigt för att lärare ska kunna genomföra interventionen med begränsad arbetsinsats/fortbildning.…”

Section: Figur 1: Forskningsdesignunclassified

“…I likhet med många andra forskare menar vi att skolans undervisning bör förse elever med förståelse för kunskapsområdet såväl som tillhörande sociala och etiska frågor angående både risker och fördelar (t.ex. Albe, 2007;Hingant & Albe, 2010;Laherto, 2010Laherto, , 2011Murcia, 2013;Simonneaux, Panissal & Brossais, 2013;Roco, 2003).…”

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“…Genom att introducera riskbegreppet syftar vi till att knyta etiska och sociala frågor närmare det naturvetenskapliga undervisningsinnehål-let (Christensen, 2009). Laherto (2011) undersökte 23 lärares åsikter om vilket kunskapsinnehåll relaterat till NVT som kunde inkluderas i de finska skolornas undervisning från tre tematiska perspektiv: 1) bedömningen av hur viktigt det var att inkludera NVT i läroplaner, 2) bedömningen av vad som var undervisningsrelevant kunskapsinnehåll, och 3) bedömningen av vilka resurser som krävs för att inkludering NVT i undervisningen. Resultaten visade att lärarna fann NST relevant för naturvetenskaplig undervisning, sär-skilt inom fysik och kemi, men att brist på resurser, så som tid och lämpligt undervisningsmaterial, sågs som ett hinder för att införa det på egen hand.…”

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Nanoteknik och riskbedömning som nytt kunskapsinnehåll i gymnasiets naturvetenskapliga kurser – en designstudie

Enghag

Schenk

2016

NorDiNa

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Margareta Enghag är universitetslektor vid Institutionen för Matematikämnets och naturvetenskapsämnenas didaktik, Stockholms universitet. Hennes forskningsintresse avser undervisning och lärande av fysik i skola och högskola. Fokus i forskningen avser hur undervisningens organisation ger elever/studenter möjlighet att interagera och samtala om fysikrelaterat innehåll som ligger nära fysikens ämnesdiskurs men även berör samhällsfrågor (sociovetenskapliga dilemman).Linda Schenk är docent i toxikologisk riskhantering vid Institutionen för filosofi och historia vid Kungliga Tekniska högskolan. Hennes forskning handlar om beslutsfattande om risker och vilka kunskapsunderlag som åberopas på samhälls-, organisations-och individnivå. Huvudintresset har varit risker med farliga ämnen i arbetsmiljön men ett är växande intresse är hur ungdomar och unga vuxna resonerar kring risk och osäkerhet. MARGARETA ENGHAG Nanoteknik och riskbedömning som nytt kunskapsinnehåll i gymnasiets naturvetenskapliga kurser -en designstudie AbstractNanoscience and nanotechnology (NST) is a rapidly developing knowledge area, which need incorporating in the school science curricula. The many uncertainties of risks and benefits with NST also open up for using NST as a socio-scientific issue (SSI). We present the two first iterations of a teaching sequence aimed for upper secondary school physics. The sequence contains content knowledge on NST and risk assessment and employs traditional classroom teaching, and a debate about NST as a SSI. The aims are to explore 1) students assessments of risks and benefits with NST, and 2) what design principles for teaching nanoscience and risk assessment that emerge as significant. We found that the risk assessment exercise stimulated student argumentation and discussion during the SSI debate. The teachers preferred to focus on the SSI activity, but found it challenging to fit NST content knowledge into the traditional teaching approach. Design principles found are discussed.

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Section: Figur 1: Forskningsdesignunclassified

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Nanoteknik och riskbedömning som nytt kunskapsinnehåll i gymnasiets naturvetenskapliga kurser – en designstudie

Enghag

Schenk

2016

NorDiNa

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“…By far the most influential Delphi study has been carried out in the USA, where a large group of experts compiled a list of "Big Ideas" of nanoscale science and technology that should be incorporated in school curricula (Stevens, Sutherland, & Krajcik, 2009). The results of a survey on nanoscience-trained science teachers' views of the educational significance of the fields (Laherto, 2011) were additionally taken into account, since educators can be considered as experts in choosing the content for science educationnot only in formal but also in informal settings. Put together, the analysis of content structure in defining the target of the exhibition (Fig.…”

Section: An Example: Utilising Research Findings In the Development Omentioning

confidence: 99%

Informing the Development of Science Exhibitions Through Educational Research

Laherto

2013

International Journal of Science Education, Part B

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This paper calls for greater use of educational research in the development of science exhibitions. During the past few decades, museums and science centres throughout the world have placed increasing emphasis on their educational function. Although exhibitions are the primary means of promoting visitors' learning, educational research is not often utilised when designing these learning environments. Rather, the development of exhibitions in museums and science centres tends to rely on the know-how of the staff. Reviewing and engaging in science education research would complement this expertise and support the educational role of science exhibitions. This theoretical paper therefore suggests such a research-based approach by adapting the Model of Educational Reconstruction for the purpose of exhibition development following the idea of the Model for the Personal Awareness of Science and Technology. The former model serves as a general framework to involve analytical and empirical research in the development of learning environments, while the latter model provides a specific view of visitors' learning in interaction with exhibits. The study shows how these constructivist models can be interconnected in order to apply educational research in improving the long-term learning profit of exhibition visits. The idea is illustrated with an example concerning the research-based development of a nanoscience exhibition.

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“…Modified from Luft and Hewson (2014). Laherto, 2011). Such studies address a policy-or research-based pressure for renewing school science and lay the groundwork for future developments in curricular work, teacher professional development, and teaching materials.…”

Section: Research Approachmentioning

confidence: 99%

Exploring Teachers’ Concerns About Bringing Responsible Research and Innovation to European Science Classrooms

Vocht

Laherto

Parchmann

2017

Journal of Science Teacher Education

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The European Union pushes science education to orient toward the concept of Responsible Research and Innovation (RRI; i.e., socially and ethically sensitive and inclusive processes of science and technology). Schools should further understanding on how science interacts with society and increase students' engagement in science. This exploratory study analysed concerns of 67 active, forward-looking teachers from 10 European countries using a questionnaire based on the concerns-based adoption model (C-BAM) and open-ended questions regarding the adoption of RRI into teaching. In the context of an international professional development programme on RRI, a pre/ post comparison was also carried out for 29 of the teachers. The results showed that the forerunner teachers were willing to find information and collaborate on RRI teaching and believed that RRI can engage students and be a worthwhile part of the curriculum. Yet the respondents voiced personal concerns about their ability to teach RRI, and only a few concerns were resolved during the professional development period. Teachers need extended support and networking to contextualise RRI into their science lessons. On the basis of the results, we discuss the possibilities of teaching RRI implicitly rather than explicitly in order to foster students' own reasoning about RRIrelated values. Our results also demonstrate that the customary questionnaire used with C-BAM gives a consistent picture of teachers' concerns but does not differentiate teachers enough in order to formulate a statistically sound clustering of concern profiles. We argue that with proper adjustments the questionnaire can provide more diverse and informative profiling of teachers' concerns.

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Incorporating nanoscale science and technology into secondary school curriculum: Views of nano-trained science teachers

Cited by 21 publications

References 16 publications

Nanoteknik och riskbedömning som nytt kunskapsinnehåll i gymnasiets naturvetenskapliga kurser – en designstudie

Nanoteknik och riskbedömning som nytt kunskapsinnehåll i gymnasiets naturvetenskapliga kurser – en designstudie

Informing the Development of Science Exhibitions Through Educational Research

Exploring Teachers’ Concerns About Bringing Responsible Research and Innovation to European Science Classrooms

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