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Lärares intentioner och kunskapsfokus vid ämnesintegrerad naturvetenskaplig undervisning i skolår 7-9
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
2011 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [sv]

De naturvetenskapliga ämnena i svenska skolan kan undervisas som separata ämnen i kemi, biologi och fysik, men också ämnesintegrerat, d.v.s. tillsammans eller med andra skolämnen. Både internationella och svenska studier visar att begreppet ämnesintegrering är mångfasetterat och saknar enhetlig definition. Avhandlingens syfte är att öka kunskaperna om ämnesintegrerad naturvetenskaplig undervisning och den består av fyra delstudier. För att ta reda på mer om hur yrkesverksamma lärare beskriver och genomför sådan undervisning intervjuades fem lärare som enligt egen utsago undervisar ämnesintegrerat i skolår 7 till 9 (13-16 år). Den andra studien presenterar två av dessa lärares intentioner med ämnesintegrerad naturvetenskap och hur dessa intentioner visar sig i klassrummet. Studien baseras på intervjuer och klassrumsobservationer som analyserats med intentionell analys. Syftet med den tredje studien är att undersöka vilken typ av kunskap, och vilket innehåll som är framträdande i de två lärarnas arbete med ämnesintegrerad naturvetenskaplig undervisning. Också relationen mellan den kunskapsbetoning som läraren säger att de vill ha i sin undervisning och den kunskapsbetoning som kommer till uttryck i undervisningen har undersökts. Som analysverktyg har Bloom’s reviderade taxonomi använts. Syftet med den fjärde studien är att undersöka elevernas syn på ämnesintegrerad undervisning i naturvetenskapliga ämnen. Analysen baseras på data som samlats in genom gruppintervjuer med elever, elevenkät och klassrumsobservationer.

Lärarnas syfte med att organisera undervisningen ämnesintegrerat är att eleverna ska få en helhetssyn på det naturvetenskapliga innehållet, och att de ska kunna tillämpa sina kunskaper och se relevansen av dem i sina vardagliga liv. Ett annat skäl är att lärarna själva tycker att det är ett mer stimulerande sätt att arbeta på. Resultatet visar att ämnesintegrerad naturvetenskaplig undervisning är viktig för att ge en helhetssyn, men inte så nödvändig för att knyta undervisningen till elevernas vardag. I undervisningssituationen blev yttre faktorer viktigare än vad lärarna hade uttryckt som viktiga faktorer för deras val att ämnesintegrera och påverkade dem så att de ändrade sin undervisning. Lärarnas syfte med kunskapsbetoningen stämde väl överens med aktiviteterna i klassrummet. Vissa sammanhang undervisades ämnesspecifikt och andra sammanhang ämnesintegrerat. I de ämnesintegrerade sammanhangen fanns en större tonvikt på fakta- och begreppskunskap på en högre processdimension, t.ex. att eleverna skulle analysera och värdera information och göra val, ställningstaganden och mindre betoning på att minnas.

Enligt elevernas upplevelser är undervisningens innehåll viktigare för att skapa ett intresse än undervisningens organisation. Det är viktigare att undervisningen är relaterad till deras vardag och att kunskaperna är användbara, än om den är ämnesintegrerad eller inte. Överlag uppskattar flickorna den ämnesintegrerade undervisningen mer än pojkarna. Pojkarna tycker att den är mer ansträngande att arbeta ämnesintegrerat och tror dessutom att de får mindre begreppskunskaper med den ämnesintegrerade naturvetenskapliga undervisningen.

Abstract [en]

In Swedish schools science is mainly taught as separate subjects as chemistry, biology and physics. But sometimes they are taught as combined with one another or with other subjects as integrated science. International as well as Swedish studies, show that the concept integrated science is diversified and the concept integrated science teaching lacks a uniform definition. This thesis aims to increase the knowledge about integrated science teaching and consist of four different studies. To find out more about how practicing teachers define and perform integrated teaching, interviews were undertaken with five teachers, teaching science in school year7 to 9(age 13-16) in the Swedish compulsory school. The second study reports on two teachers’ intentions with integrated science and how these intentions turn out in their classrooms. That study is based on intentional analysis of interviews and classrooms observations. The third study aims to investigating what types of knowledge, i.e. what cognitive process and knowledge perspective, and what content theme that is prominent in the same two Swedish science teachers’ work with integrated science. Also the relation between what the teachers want with the integrated lesson and what the teaching were aiming at are investigated. For analysing the knowledge perspective the revised version of Bloom’s taxonomy was used.  The aim of the fourth study is to investigate students’ views on integrated science teaching. The analysis is based on data collected from group-interviews with students, student questionnaire and classroom observations.

Two ways of integrating science teaching were found; one combining the science subjects and one combining the science subjects with other school subjects. The teachers’ intentions with organizing teaching as integrated science was to let the students get a holistic understanding of the science content, to be able to apply knowledge and to see the relevance in their daily lives. Another reason is that the teachers themselves find it more stimulating to work this way. The result shows that integrated science is important to capture the holistic ideas but not as necessary for connecting to the students’ daily lives. In classroom reality the external factors became more important and made the teachers change their actions. The knowledge emphasis of the teachers’ objectives before teaching had good alignment with the activities in the classroom. Some activities were taught as separate subjects and some as integrated science. In the integrated situations there was greater emphasis on factual and conceptual knowledge on a higher process dimension, e.g. the students were to analyse and evaluate information and make choices, standpoints, and less emphasis on procedural knowledge.

According to the students’ experience the content chosen are more important for creating interest than the teaching organisation. It is more important that teaching is connected to everyday-life and deals with useful knowledge, than if it is integrated or not. Overall the girls appreciate the integrated science teaching more than boys. The boys find it more exhausting to work with integrated science and also believe they get less concept knowledge with integrated science teaching.

Place, publisher, year, edition, pages
Umeå: Institutionen för naturvetenskapernas och matematikens didaktik, Umeå universitet , 2011.
Series
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 44
National Category
Educational Sciences
Research subject
educational work
Identifiers
URN: urn:nbn:se:umu:diva-49342ISBN: 978-91-7459-299-3 (print)OAI: oai:DiVA.org:umu-49342DiVA: diva2:454869
Public defence
2011-12-02, Naturvetarhuset, N360, Umeå universitet, Umeå, 10:00 (Swedish)
Opponent
Supervisors
Note
Felaktigt serienummer (#43) i avhandlingen.Available from: 2011-11-11 Created: 2011-11-08 Last updated: 2015-10-27Bibliographically approved
List of papers
1. Ämnesintegerrad undevisning i naturvetenskap - Vad är det?
Open this publication in new window or tab >>Ämnesintegerrad undevisning i naturvetenskap - Vad är det?
2009 (Swedish)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 5, no 1, 47-60 p.Article in journal (Refereed) Published
Abstract [en]

Biology, chemistry and physics might be taught as separate subjects, but sometimes they are taught as combined with one another or with other subjects.  Nationally and internationally the concept integrated science teaching lacks a uniform definition. To find out more about how practicing teachers define and perform integrated teaching, interviews were undertaken with five teachers, teaching science in school year 7 to 9 (age 13-16) in the Swedish compulsory school. Two ways of integrating science teaching were found; one combining the science subjects and one combining the science subjects with other school subjects. Results showed differences in the ways of teaching integrated science, in the interpretation of what the teachers meant by science integrating teaching and which obstacles and possibilities they saw. Visions about working with integrated science in the future and how these visions correspond to teacher’s reality is also discussed.

National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-48268 (URN)
Available from: 2011-10-14 Created: 2011-10-13 Last updated: 2017-12-08Bibliographically approved
2. En studie om lärares intentioner med och genomförande av ämnesintegrerad naturvetenskaplig undervisning i skolår 9
Open this publication in new window or tab >>En studie om lärares intentioner med och genomförande av ämnesintegrerad naturvetenskaplig undervisning i skolår 9
(Swedish)Manuscript (preprint) (Other academic)
Abstract [en]

In this paper we report a study about two teachers’ intentions with integrated science in lower secondary school and how these intentions turn out in their classrooms. The study is based on intentional analysis of interviews and classrooms observations. The teachers’ intentions are a result of internal and external factors. Internal factors for organizing teaching as integrated science were to let the students get a holistic understanding of the science content, to be able to apply knowledge and to see the relevance in their daily lives. External factors were school organization and syllabuses.  In practice the teachers clearly connected to the students’ daily life while the holistic approach did not seem to be as important. In classroom reality the external factors became important and made the teachers change their actions.

National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-49331 (URN)
Available from: 2011-11-08 Created: 2011-11-08 Last updated: 2015-10-27Bibliographically approved
3. En studie om kunskapsbetoningen i ämnesintegrerad undervisning analyserad med Bloom's reviderade taxonomi
Open this publication in new window or tab >>En studie om kunskapsbetoningen i ämnesintegrerad undervisning analyserad med Bloom's reviderade taxonomi
(Swedish)Manuscript (preprint) (Other academic)
Abstract [en]

In Swedish schools science is mainly taught as chemistry, biology and physics. But it is also possible to teach the subjects as integrated science. International as well as Swedish studies, show that the concept integrated science is diversified.  The study reported here, aims to investigating what types of knowledge, i.e. what cognitive process and knowledge perspective, and what content theme that is prominent in two Swedish science teachers’ work with integrated science. Also the relation between what the teachers want with the integrated lesson and what the teaching were aiming at are investigated. For analyzing the knowledge perspective the revised version of Bloom’s taxonomy was used. The results show that the knowledge emphasis of the teachers’ objectives before teaching had good alignment with the activities in the classroom. Some activities were taught as separate subjects and some as integrated science. In the integrated situations there was greater emphasis on factual and conceptual knowledge on a higher process dimension, e.g. the students were to analyze and evaluate information and make choices, standpoints, and less emphasis on procedural knowledge. The content theme in the integrated situations in both teachers’ projects were mainly environmental and energy issues.

National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-49332 (URN)
Available from: 2011-11-08 Created: 2011-11-08 Last updated: 2015-10-27Bibliographically approved
4. "Handlar det om saker i vardagen, då är det ganska intressant": - Några högstadieelevers tankar om ämnesintegrerad naturvetenskaplig undervisning
Open this publication in new window or tab >>"Handlar det om saker i vardagen, då är det ganska intressant": - Några högstadieelevers tankar om ämnesintegrerad naturvetenskaplig undervisning
(Swedish)Manuscript (preprint) (Other academic)
Abstract [en]

The aim of this study is to contribute with knowledge about students’ views on integrated science teaching. The study is a part of a larger study about integrated science teaching in lower secondary school, grade 9. The analysis is based on data collected from group-interviews with students, student questionnaire and classroom observations. According to the students’ experience the content chosen are more important for creating interest than the teaching organisation. The students’ experience about integrated science teaching are influenced by teaching organization, content, the teacher, the students’ own work effort and if the knowledge are connected to everyday-life and useful. It is more important that teaching is connected to everyday-life and deals with useful knowledge, than if it is integrated or not.  Overall the girls appreciate the integrated science teaching more than boys. The boys find it more exhausting to work with integrated science and also believe they get less concept knowledge with integrated science teaching.

National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-49334 (URN)
Available from: 2011-11-08 Created: 2011-11-08 Last updated: 2011-11-09Bibliographically approved

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  • Other locale
More languages
Output format
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