Lärares kontextualisering av ämnesinnehåll -Hybrida kontexter i NO-undervisningen

Abstract

Previous research has shown an increased student interest and enhanced learning when the school sciencecontent is related to other familiar contexts. This is particularly evident in intervention studies, whichaim to integrate the school science content with students’ everyday life. In this article, we analyse howteachers, in authentic situations, relate science content presented in lesson introductions to other contextssuch as everyday life or other school subjects. The data consists of observations of lesson introductionsin grade nine, from six different schools, in all eight hours of video recordings. The results point tothat teachers adopt a variety of ways in order to integrate the science content to other contexts, such asrelating to students’ everyday life, to different language perspectives or to other school subjects and therebyinitiate hybrid contexts. However, the results indicate that the teachers in this study initiate hybridcontexts to a low extent and seemingly ad hoc, in the moment. It is likely to believe that if students are tobenefit from contextualization as a means for enhancing interest and learning, learning activities need torelate science content to other relevant contexts in a more comprehensive way.

Advancing Sustainability through Higher Education: Student Teachers Integrate Inner Development Goals (IDG) and Future-Oriented Methodologies

“…Understanding can then take place in a third space, limiting for or beneficial to learning depending on the collaboration between different classroom contexts and forms of knowledge content [46]. Sometimes, these parts conflict with each other and then risk inhibiting learning, which can thus be considered based on conflicts, tensions, and diversity [32]. In this study, the intention is to create hybrid contexts as "the…”

“…Understanding can then take place in a third space, limiting for or beneficial to learning depending on the collaboration between different classroom contexts and forms of knowledge content [46]. Sometimes, these parts conflict with each other and then risk inhibiting learning, which can thus be considered based on conflicts, tensions, and diversity [32]. In this study, the intention is to create hybrid contexts as "the third space" based on how teacher-students can contextualize knowledge content by presenting a conference program on a sustainability theme with learning activities that work in relation to the knowledge concept at simultaneous in-person and virtual meetings.…”

“…Simultaneity, presence, and ongoing are key terms that follow this process in all its aspects [31]. The learning affordances provided by comprehensive experiences in both physical and digital rooms allow for the combination of synchronous and asynchronous modalities [10,[32][33][34]. This gives participants greater freedom to explore at their own pace, depending on their needs or interests.…”

“…Case-based work is an approach that allows researchers to bridge more theoretically oriented elements of the curriculum with opportunities for practice and action-oriented learning. The case method applied in the Teaching for Sustainability course, as outlined in the present study, involves student teachers analyzing hybrid and subject-didactic models, including a detailed discussion of complex, contextual teaching situations [32,40]. The method considers that learning takes place when knowledge is constructed within social contexts, and participants' experiences are central to the communication that ensues.…”

“…Reflecting on hybridity connected to the case, a valuable lesson emerged from student evaluations: designing a third space (cf. [32]) for future hackathons, considering a blend of in-person and virtual learning. Most of the students appreciated that the Stormathon allowed them to take responsibility for their own learning (a median score of 5 out of 6).…”