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Publications (10 of 20) Show all publications
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., Leden, L. & Thulin, S. (2019). Teaching nature of science in preschool with a starting point in children’s picture books. In: : . Paper presented at ESERA. Bologna
Open this publication in new window or tab >>Teaching nature of science in preschool with a starting point in children’s picture books
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
Bologna: , 2019
Keywords
NOS, nature of science, preschool, ECE, book talks
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-20211 (URN)
Conference
ESERA
Available from: 2019-12-20 Created: 2019-12-20 Last updated: 2019-12-23Bibliographically 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
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
Leden, L. (2017). Black & white or shades of grey: teachers' perspectives on the role of nature of science in compulsory school science teaching. (Doctoral dissertation). Malmö: Holmbergs
Open this publication in new window or tab >>Black & white or shades of grey: teachers' perspectives on the role of nature of science in compulsory school science teaching
2017 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The thesis explores teachers’ perspectives and negotiations on the role of “Nature of Science” (NOS) in compulsory school science teaching. Previous research has described school science teaching as having a strong focus on science concepts, and structured lab-work with an implicit focus on finding correct answers. In such teaching, there is little room for the individuals and contexts involved in the knowledge production. This description of science and science teaching is referred to as “black and white” in this thesis. Science Education research has proposed that by broadening the images of science, more students might identify with science and that desired scientific literacy outcomes could easier be achieved. One suggestion from Science Education research has been to include NOS in science teaching. Including NOS in everyday science teaching means that tensions are created in relation to already existing traditions. Here, teachers become an important factor as they are deeply entangled in the middle of policies, traditions, and discourses that surround science and school science. Methods used for exploring the teachers’ perspectives were: questionnaires, interviews, and focus group discussions. In particular, negotiations in the focus groups, over the three years, contributed to illuminating perspectives and tensions. A theoretical framework consisting of five comprehensive NOS themes was developed. This framework guided the contents of the focus groups as well as parts of the analyses. The thesis includes four articles, each with its own specific aim and research questions. The main results from these articles are summarized and discussed in relation to policies and traditions that surround science education. The results show that the NOS practice that the teachers constructed through their negotiations: a) aims for a broad rather than deep NOS understanding (i.e. including many NOS issues, but avoiding philosophical depth), b) is contextualized within lab-work practices or communicative activities, and c) aims to develop student engagement and reaching other curricular goals than learning science concepts. This construction of NOS practice results in strong tensions in relation to traditional science teaching, which means that teachers’ and students’ roles are challenged. However, NOS becomes a means in the work of expanding lab-work practice, as well as a catalyst in the formation of science teaching practice directed towards communication (e.g. reflections on science in relation to society, both from perspectives within and outside science). The resistance between NOS and the teaching of science concepts means that they become parts of different practices. As a consequence, students encounter different images of science that are seldom compared or negotiated. A suggestion for science education is to create structures for balancing or merging parallel practices as a way to ease tensions and expand the concepts-based practice.

Abstract [sv]

Avhandlingen utforskar lärares perspektiv och förhandlingar gällande vilken roll “naturvetenskapens karaktär” (engelska ”nature of science”, NOS) kan spela i grundskolans NO-undervisning. Tidigare forskning har visat att NO-undervisning ofta har ett starkt fokus på naturvetenskapliga begrepp och strukturerade laborationer med ett implicit fokus på ”korrekta svar”. I den sortens undervisning ges sällan en bild av de människor och kontexter som är av betydelse för naturvetenskaplig kunskapsproduktion. I avhandlingen diskuteras den här beskrivningen av naturvetenskap och NO-undervisning som “svart-vit”. Inom ramen för forskning om naturvetenskapernas didaktik har förslag lagts fram som handlar om att bredda bilden av naturvetenskap. En sådan breddning skulle kunna medföra att fler elever kan identifiera sig med naturvetenskap och att mål som handlar om naturvetenskaplig literacitet (scientific literacy) lättare skulle kunna nås. I linje med dessa mål, har forskningen föreslagit att NOS inkluderas i NO-undervisningen. Att inkludera NOS i NO-undervisningen innebär att det skapas spänningar i förhållande till rådande undervisningstraditioner. Här blir lärare en viktig faktor eftersom de befinner sig i gränslandet mellan naturvetenskap och undervisning om densamma. I detta gränsland får policy, styrdokument och traditioner betydelse för vilken undervisningspraktik som blir möjlig. Avhandlingens metoder för att utforska lärarnas perspektiv är: enkäter, intervjuer och fokusgruppdiskussioner. Fokusgruppdiskussionerna, som var återkommande under tre år, är särskilt viktiga för att belysa olika perspektiv och spänningar. Ett teoretiskt ramverk som består av fem övergripande NOS-teman utvecklades och användes som en guide för fokusgrupperna och delar av analysen. Avhandlingen inkluderar fyra artiklar, med egna syften och specifika forskningsfrågor. Huvudresultaten från dessa artiklar sammanfattas och diskuteras i relation till policy och traditioner som omger NO-undervisning. Resultaten visar att den NOS-praktik som konstrueras genom lärarnas förhandlingar: a) syftar till en bred snarare än djup NOS-förståelse (d.v.s. inkluderar många NOS-områden, men undviker filosofiskt djup), b) är kontextualiserad och integrerad i laborations- eller kommunikationspraktiker, och c) syftar till att utveckla elevers intresse och engagemang samt att nå kunskapsmål som går utöver lärandet av naturvetenskapliga begrepp. Den här konstruktionen av NOS-praktik resulterar i starka spänningar i relation till traditionell NO-undervisning (t.ex. undervisning av begrepp och modeller), vilket i sin tur innebär att lärar- och elevroller utmanas. Däremot, blir NOS ett medel i arbetet med att utvidga laborationspraktiken och en katalysator i formandet av en kommunikationspraktik (t.ex. att reflektera kring naturvetenskap och dess relation till samhället både från ett inom- och utomvetenskapligt perspektiv). Motståndet mellan undervisningen av NOS och naturvetenskapliga begrepp medför att dessa inte integreras utan blir delar i formandet av parallella praktiker. Som En följd av denna uppdelning får eleverna möta olika bilder av naturvetenskap som sällan jämförs eller förhandlas. Ett förslag för framtida forskning och lärarutbildning är att skapa strukturer för att sammanfoga parallella praktiker som ett led i att minska spänningar och utvidga den begrepps-fokuserade traditionen.

Place, publisher, year, edition, pages
Malmö: Holmbergs, 2017
Series
Malmö Studies in Educational Sciences, ISSN 1651-4513 ; 78
National Category
Social Sciences
Identifiers
urn:nbn:se:hkr:diva-17136 (URN)10.24834/2043/22322 (DOI)9789171047625 (ISBN)9789171047632 (ISBN)
Public defence
2017-09-08, 13:00 (English)
Opponent
Supervisors
Available from: 2017-08-29 Created: 2017-08-28 Last updated: 2017-09-05
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8255-3607

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