Selektiva traditioner i grundskolans tidigare år: Lärares betoningar av kvalitéer i naturvetenskapsundervisningen

Johansson, Annie-Maj; Wickman, Per‐Olof

doi:10.5617/nordina.626

Cited by 16 publications

(2 citation statements)

References 16 publications

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“…Existing traditions always serve as frames of reference for what can and cannot be included in the formation of new practices (Englund, ). Previous Swedish studies (Gyllenpalm et al, ; Johansson & Wickman, ) have discussed how new elements of teaching are negotiated in relation to existing teaching traditions. Thus, when new elements (such as NOS) are introduced in science teaching practices, these elements necessarily need negotiation in relation to prevailing traditions.…”

Section: Introductionmentioning

confidence: 99%

The mangle of school science practice: Teachers’ negotiations of two nature of science activities at different levels of contextualization

2019

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Nature of science (NOS) has increasingly been emphasized as an important element in science education. This paper engages in the question of how teachers negotiate different approaches to and contexts for NOS teaching. This exploratory study is part of a three-year longitudinal project where six in-service teachers developed and negotiated their NOS-teaching practices. Pickering's (1995) theory of the mangle of practice is used for the analysis of teachers' focus-group discussions. In a mangled practice, school science traditions, policy documents, and students' and teachers' expectations and identities are rubbed against each other. As part of the project teachers planned, implemented, and reflected on two NOS activities at different levels of contextualization. The concepts alignment, resistance, and accommodation are used as an analytical tool to understand the processes of the mangle in relation to teachers' negotiations concerning the two activities during the focus groups. The results of the mangle are presented in relation to a backdrop of three teaching traditions (facts, lab-work, and discussions) that the teachers' claim to depart from. The results show how the alignment and resistance of different components of the mangle lead to various accommodations as regards both the activities and the three traditions. The article concludes by discussing how the teachers' negotiations highlight what becomes possible and what becomes challenging when NOS meets existing traditions, and what this means in respect of possibilities for NOS learning. K E Y W O R D S in-service teachers, levels of contextualization, nature of science, science teaching traditions, the mangle of practice learning of science concepts (

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Section: Introductionmentioning

confidence: 99%

The mangle of school science practice: Teachers’ negotiations of two nature of science activities at different levels of contextualization

2019

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“…En förutsättning för detta är att selektiva traditioner görs synliga. Fler studier har adresserat denna fråga och bidragit till att synliggöra några av de grundantaganden som råder kring praktiskt arbete (Gyllenpalm & Wickman, 2011;Gyllenpalm et al, 2010a;Högström et al, 2006;Johansson & Wickman, 2013;Lunde et al, 2015).…”

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Från implicit till explicit – didaktiska modeller som verktyg för att utmana selektiva traditioner rörande undersökande arbete

Lunde

Drechsler

Gericke³

2020

NorDiNa

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This study aims to illustrate how didactic models in science education can help in-service teachers to challenge selective traditions in a constructive way. The study was based on a teacher professional development program on inquiry-based science teaching in lower secondary school. Three didactic models were used in both lectures and group reflections to initiate reflections on different ways of interpreting the aims and content associated with inquiry-based science teaching and the consequences of these interpretations. Data was collected from a group of four teachers and consists of written documentation, recordings of group reflections and a group interview. The study shows that the three didactic models helped to make different ideas and underlying assumptions visible and that the teachers could reflect on their meaning and interpretations in a constructive way. Subsequently, the teachers could explicitly separate different ways to interpret the ideas associated with inquiry-based science teacher and make more conscious didactic choices as a result. The study shows that it can be fruitful to provide teachers with reflection tools in the form of didactic models to avoid that ideas introduced in continuing education are selectively adapted to current teaching without critical reflection.

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The Myth of Swedish Education Equity

Beach

2018

Structural Injustices in Swedish Education

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Selektiva traditioner i grundskolans tidigare år: Lärares betoningar av kvalitéer i naturvetenskapsundervisningen

Cited by 16 publications

References 16 publications

The mangle of school science practice: Teachers’ negotiations of two nature of science activities at different levels of contextualization

The mangle of school science practice: Teachers’ negotiations of two nature of science activities at different levels of contextualization

Från implicit till explicit – didaktiska modeller som verktyg för att utmana selektiva traditioner rörande undersökande arbete

The Myth of Swedish Education Equity

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