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Kemilaborationernas dilemma – lärares visioner och verklighet
KTH, School of Industrial Engineering and Management (ITM), Learning.
2019 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
The dilemma of chemistry laboratory work – teachers' visions and reality (English)
Abstract [sv]

Kunskaper inom naturvetenskap har stor betydelse för ekonomi, människors liv och hälsa samt inte minst vår miljö. För att erhålla både breda, allmänbildande kunskaper och mer specialiserade, djupa kunskaper behöver barn och ungdomar läsa naturorienterande ämnen redan i grundskolan. För att få elever att intressera sig för naturvetenskap behöver undervisning utformas på ett sätt som väcker elevernas intresse och nyfikenhet. Detta kan bland annat uppnås genom att varva laborationer med teori.Det här examensarbetet är en studie av hur kemilärare ser på laborationer och hur deras syn kan relateras till den nuvarande kursplanen i kemi. Resultatet visar att lärarna värdesätter laborationer, men även hur laborationer inte uppnår erforderlig kvalitet när lärarna saknar förutsättningar, som de uttrycker det, för att genomföra bra laborationer. Vidare framkommer det att lärarna uppfattar det som att kursplanen inte, på samma sätt som tidigare, tar fasta på laborationers betydelse för att uppnå undervisningsmålen.Studien underbyggs av kvalitativa intervjuer med åtta högstadielärare på två skolor i Stockholms län.

Abstract [en]

Natural science is of great importance to economics, people's lives and health as well as our environment. In order to obtain both broad, general knowledge and specialized, deep knowledge, students need to study science already in primary school. In order to make students more interested in science, teaching needs to be designed in a way that arouses students' curiosity. This can be achieved, for example, by finding a good mix between practical laboratory work and theoretical sessions.This is a study of how chemistry teachers view laboratory teaching and how their view can be related to the current syllabus in chemistry. The result shows that teachers value laboratory work, but also how laboratory work does not achieve the necessary quality when teachers lack the conditions, as they perceive it, to carry out good laboratory work. In addition, it shows that teachers think that the syllabus does not attach the same level of importance as before to laboratory exercises to achieve the teaching objectives.The study is based on qualitative interviews with eight science teachers at high school level in Stockholm County.

Place, publisher, year, edition, pages
2019. , p. 30
Series
TRITA-ITM-EX ; 2019:731
Keywords [en]
laboratory work, laboratory teaching, science, chemistry, syllabus
Keywords [sv]
laborationer, naturvetenskap, kemi, laborativ undervisning, läroplan, kursplan
National Category
Learning
Identifiers
URN: urn:nbn:se:kth:diva-266778OAI: oai:DiVA.org:kth-266778DiVA, id: diva2:1387289
Subject / course
Technology and Learning
Educational program
Bridging Teacher Education Programme
Presentation
2020-01-12, 00:00
Supervisors
Examiners
Available from: 2020-01-21 Created: 2020-01-21 Last updated: 2020-01-21Bibliographically approved

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CiteExportLink to record
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