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Hansson, L. & Leden, L. (2019). Challenging stereotypical images of science: suggestions for the reading of science trade books in the early years. Journal of Emergent Science, 17, 32-38
Open this publication in new window or tab >>Challenging stereotypical images of science: suggestions for the reading of science trade books in the early years
2019 (English)In: Journal of Emergent Science, ISSN 2046-4754, E-ISSN 2046-4754, Vol. 17, p. 32-38Article in journal (Refereed) Published
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-19775 (URN)
Available from: 2019-08-15 Created: 2019-08-15 Last updated: 2019-08-27Bibliographically approved
Hansson, L., Leden, L. & Pendrill, A.-M. (2019). Contemporary science as context for teaching nature of science: teachers’ development of popular science articles as a teaching resource. Physics Education
Open this publication in new window or tab >>Contemporary science as context for teaching nature of science: teachers’ development of popular science articles as a teaching resource
2019 (English)In: Physics Education, ISSN 0031-9120, E-ISSN 1361-6552Article in journal (Refereed) Published
Keywords
contemporary science, nature of science, science teaching, naturvetenskapernas karaktär, aktuell forskning, grundskola
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-19776 (URN)
Available from: 2019-08-15 Created: 2019-08-15 Last updated: 2019-08-27Bibliographically approved
Hansson, L. & Leden, L. (2019). Images of scientists in textbooks aimed at students in need of adjustments. In: Fanny Seroglou & Vassilis Koulountzos (Ed.), : . Paper presented at 15th International IHPST conference.
Open this publication in new window or tab >>Images of scientists in textbooks aimed at students in need of adjustments
2019 (English)In: / [ed] Fanny Seroglou & Vassilis Koulountzos, 2019Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-19779 (URN)
Conference
15th International IHPST conference
Available from: 2019-08-15 Created: 2019-08-15 Last updated: 2019-08-27Bibliographically approved
Leden, L. & Hansson, L. (2019). Introducing the human elements of science through a context rich thematic project. In: Fanny Seroglou & Vassilis Koulountzos (Ed.), : . Paper presented at 15th International IHPST conference.
Open this publication in new window or tab >>Introducing the human elements of science through a context rich thematic project
2019 (English)In: / [ed] Fanny Seroglou & Vassilis Koulountzos, 2019Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-19778 (URN)
Conference
15th International IHPST conference
Available from: 2019-08-15 Created: 2019-08-15 Last updated: 2019-08-27Bibliographically approved
Leden, L. & Hansson, L. (2019). Nature of science progression in school year 1–9: a case study of teachers’ suggestions and rationales. Research in science education, 49(2), 591-611
Open this publication in new window or tab >>Nature of science progression in school year 1–9: a case study of teachers’ suggestions and rationales
2019 (English)In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 49, no 2, p. 591-611Article in journal (Refereed) Published
Abstract [en]

The inclusion of nature of science (NOS) in science education has for a long  time been regarded as crucial. There is, however, a lack of research on appropriate NOS aspects for different educational levels. An even more neglected area of research is that focusing on teachers’ perspectives on NOS teaching at different levels. The aim of this article is to examine NOS progression in the light of teachers’ suggestions and rationales. In order to obtain teachers’ informed perspectives, we chose to involve six teachers (teaching grades 1–9) in a 3-year research project. They took part in focus group discussions about NOS and NOS teaching as well as implemented jointly planned NOS teaching sessions. Data that this article builds on was collected at the end of the project. The teachers’ suggestions for NOS progression often relied on adding more NOS issues at every stage, thereby creating the foundations of a broader but not necessarily deeper understanding of NOS. Five rationales, for if/when specific NOS issues are appropriate to introduce, emerged from the analysis of the teacher discussions. Some of these rationales, including practice makes perfect and increasing levels of depth can potentially accommodate room for many NOS issues in the science classroom, while maturity and experience instead has a restricting effect on NOS teaching. Also, choice of context and teaching approaches play an important role in teachers’ rationales for whether specific NOS issues  should be included or not at different stages. The article discusses the implications for teacher education and professional development.

Keywords
Nature of science, NOS progression, NOS teaching, Teachers’ perspectives
National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-17073 (URN)10.1007/s11165-017-9628-0 (DOI)000463628800014 ()
Available from: 2017-08-10 Created: 2017-08-10 Last updated: 2019-04-26Bibliographically approved
Hansson, L., Arvidsson, Å., Heering, P. & Pendrill, A.-M. (2019). Rutherford visits middle school: a case study on how teachers direct attention to the nature of science through a storytelling approach. Physics Education, 54
Open this publication in new window or tab >>Rutherford visits middle school: a case study on how teachers direct attention to the nature of science through a storytelling approach
2019 (English)In: Physics Education, ISSN 0031-9120, E-ISSN 1361-6552, Vol. 54Article in journal (Refereed) Published
Abstract [en]

It has long been argued that nature of science (NOS) is an important part of science teaching. In the literature, many different approaches to NOS have been suggested. This article focuses on a storytelling approach, and builds on data from audio recordings from three middle-school (school year 6) classrooms. The three science classes are run by three science teachers who have been introduced to NOS and storytelling during a oneday workshop. These three teachers chose to tell the students a story about Ernest Rutherford. The stories told by the teachers, as well as the whole-class discussions afterwards, are analysed with respect to what NOS aspects were communicated. The results show that many different NOS aspects, such as the tentative nature of scientific models, empirical aspects of the scientific knowledge process, as well as human aspects of science, emerge in the context of the story about Rutherford and his work on the atomic model. The results indicate promising possibilities for storytelling as an approach to NOS teaching.

Keywords
natur of science; NOS; storytelling; middle school, science teaching, naturvetenskapernas karaktär, storytelling, berättande, mellanstadie, naturvetenskap, undervisning
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-19229 (URN)
Note

Available from: 2019-04-15 Created: 2019-04-15 Last updated: 2019-04-16Bibliographically approved
Hansson, L., Leden, L. & Thulin, S. (2019). Teaching NOS in preschool through book talks. In: Fanny Seroglou & Vassilis Koulountzos (Ed.), : . Paper presented at 15th International IHPST conference.
Open this publication in new window or tab >>Teaching NOS in preschool through book talks
2019 (English)In: / [ed] Fanny Seroglou & Vassilis Koulountzos, 2019Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-19777 (URN)
Conference
15th International IHPST conference
Available from: 2019-08-15 Created: 2019-08-15 Last updated: 2019-08-27Bibliographically approved
Hansson, L. (2019). Teaching the limits of science with card sorting activities. In: Fanny Seroglou & Vassilis Koulountzos (Ed.), : . Paper presented at 15th International IHPST conference.
Open this publication in new window or tab >>Teaching the limits of science with card sorting activities
2019 (English)In: / [ed] Fanny Seroglou & Vassilis Koulountzos, 2019Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-19780 (URN)
Conference
15th International IHPST conference
Available from: 2019-08-15 Created: 2019-08-15 Last updated: 2019-08-27Bibliographically approved
Leden, L., Hansson, L. & Ideland, M. (2019). The mangle of school science practice: teachers’ negotiations of two nature of science activities at different levels of contextualization. Science Education
Open this publication in new window or tab >>The mangle of school science practice: teachers’ negotiations of two nature of science activities at different levels of contextualization
2019 (English)In: Science Education, ISSN 0036-8326, E-ISSN 1098-237XArticle in journal (Refereed) Epub ahead of print
Abstract [en]

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.

National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-20101 (URN)10.1002/sce.21553 (DOI)000495742900001 ()
Available from: 2019-11-12 Created: 2019-11-12 Last updated: 2019-11-28Bibliographically approved
Hansson, L., Leden, L. & Thulin, S. (2018). Hur vet man att dinosaurierna hade fjäll?: bilderböcker som utgångspunkt för samtal om naturvetenskap i förskolan. In: : . Paper presented at NÄD 2018, Högskolan Kristianstad, 26-27 april.
Open this publication in new window or tab >>Hur vet man att dinosaurierna hade fjäll?: bilderböcker som utgångspunkt för samtal om naturvetenskap i förskolan
2018 (Swedish)Conference paper, Oral presentation with published abstract (Other academic)
Keywords
Nature of science, NOS, preschool, picture books, Naturvetenskapernas karaktär, förskola, bilderböcker
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-18562 (URN)
Conference
NÄD 2018, Högskolan Kristianstad, 26-27 april
Available from: 2018-08-20 Created: 2018-08-20 Last updated: 2018-12-17Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3175-5185

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