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  • 1.
    A. Manneh, Ilana
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Rundgren, Carl-Johan
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hamza, Karim M.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Eriksson, Lars
    Stockholm University, Faculty of Science, Department of Materials and Environmental Chemistry (MMK).
    Tutor-student interaction in undergraduate chemistry: a case of learning to make relevant distinctions of molecular structures for determining oxidation states of atoms2018In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 40, no 16, p. 2023-2043Article in journal (Refereed)
    Abstract [en]

    In this study, we explore the issues and challenges involved in supporting students’ learning to discern relevant and critical aspects of determining oxidation states of atoms in complex molecules. We present a detailed case of an interaction between three students and a tutor during a problem-solving class, using the analytical tool of practical epistemology analysis (PEA). The results show that the ability to make relevant distinctions between the different parts of a molecule for solving the problem, even with the guidance of the tutor, seemed to be challenging for students. These shifts were connected to both purposes that were specific for solving the problem at hand, and additional purposes for general learning of the subject matter, in this case how to assign oxidation states in molecules. The students sometimes could not follow the additional purposes introduced by the tutor, which made the related distinctions more confusing. Our results indicate that in order to provide adequate support and guidance for students the tutor needs to consider how to sequence, move between, and productively connect the different purposes introduced in a tutor-student interaction. One way of doing that is by first pursuing the purposes for solving the problem and then successively introduce additional, more general purposes for developing students’ learning of the subject matter studied. Further recommendations drawn from this study are discussed as well.

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  • 2.
    Adbo, Karina
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Taber, Keith
    University of Cambridge, UK.
    Developing an Understanding of Chemistry: A case study of one Swedish student's rich conceptualisation for making sense of upper secondary school chemistry2014In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 36, no 7, p. 1107-1136Article in journal (Refereed)
    Abstract [en]

    In this paper, we report a case study of a 16-year-old Swedish upper secondary student's developing understanding of key concept areas studied in his upper secondary school chemistry course. This study illustrates how the thinking of an individual learner, Jesper, evolves over a school year in response to formal instruction in a particular educational context. Jesper presented a range of ideas, some of which matched intended teaching whilst others were quite inconsistent with canonical chemistry. Of particular interest, research data suggest that his initial alternative conceptions influenced his thinking about subsequent teaching of chemistry subject matter, illustrating how students' alternative conceptions interact with formal instruction. Our findings support the claims of some researchers that alternative conceptions may be stable and tenacious in the context of instruction. Jesper's rich conceptualisation of matter at submicroscopic scales drew upon intuitions about the world that led to teaching being misinterpreted to develop further alternative conceptions. Yet his intuitive thinking also offered clear potential links with canonical scientific concepts that could have been harnessed to channel his developing thinking. These findings support the argument that identifying students' intuitive thinking and how it develops in different instructional contexts can support the development of more effective science pedagogy.

  • 3.
    Adbo, Karina
    et al.
    Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV).
    Taber, Keith
    University of Cambridge, UK.
    Developing an Understanding of Chemistry: A case study of one Swedish student's rich conceptualisation for making sense of upper secondary school chemistry2014In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 36, no 7, p. 1107-1136Article in journal (Refereed)
    Abstract [en]

    In this paper, we report a case study of a 16-year-old Swedish upper secondary student's developing understanding of key concept areas studied in his upper secondary school chemistry course. This study illustrates how the thinking of an individual learner, Jesper, evolves over a school year in response to formal instruction in a particular educational context. Jesper presented a range of ideas, some of which matched intended teaching whilst others were quite inconsistent with canonical chemistry. Of particular interest, research data suggest that his initial alternative conceptions influenced his thinking about subsequent teaching of chemistry subject matter, illustrating how students' alternative conceptions interact with formal instruction. Our findings support the claims of some researchers that alternative conceptions may be stable and tenacious in the context of instruction. Jesper's rich conceptualisation of matter at submicroscopic scales drew upon intuitions about the world that led to teaching being misinterpreted to develop further alternative conceptions. Yet his intuitive thinking also offered clear potential links with canonical scientific concepts that could have been harnessed to channel his developing thinking. These findings support the argument that identifying students' intuitive thinking and how it develops in different instructional contexts can support the development of more effective science pedagogy.

  • 4.
    Adbo, Karina
    et al.
    University of Kalmar, School of Pure and Applied Natural Sciences.
    Taber, Keith
    Learners' Mental Models of the Particle Nature of Matter: A study of 16-year-old Swedish science students2009In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 31, no 6, p. 757-786Article in journal (Refereed)
    Abstract [en]

    The results presented here derive from a longitudinal study of Swedish upper secondary science students' (16-19 years of age) developing understanding of key chemical concepts. The informants were 18 students from two different schools. The aim of the present study was to investigate the mental models of matter at the particulate level that learners develop. Data were collected using semi-structured interviews based around the students' own drawings of the atom, and of solids, liquids, and gases. The interview transcripts were analysed to identify patterns in the data that offer insight into aspects of student understanding. The findings are discussed in the specific curriculum context in Swedish schools. Results indicate that the teaching model of the atom (derived from Bohr's model) commonly presented by teachers and textbook authors in Sweden gives the students an image of a disproportionately large and immobile nucleus, emphasises a planetary model of the atom and gives rise to a chain of logic leading to immobility in the solid state and molecular breakdown during phase transitions. The findings indicate that changes in teaching approaches are required to better support learners in developing mental models that reflect the intended target knowledge.

  • 5.
    Adbo, Karina
    et al.
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Taber, Keith
    Learners' Mental Models of the Particle Nature of Matter: A study of 16-year-old Swedish science students2009In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 31, no 6, p. 757-786Article in journal (Refereed)
    Abstract [en]

    The results presented here derive from a longitudinal study of Swedish upper secondary science students' (16-19 years of age) developing understanding of key chemical concepts. The informants were 18 students from two different schools. The aim of the present study was to investigate the mental models of matter at the particulate level that learners develop. Data were collected using semi-structured interviews based around the students' own drawings of the atom, and of solids, liquids, and gases. The interview transcripts were analysed to identify patterns in the data that offer insight into aspects of student understanding. The findings are discussed in the specific curriculum context in Swedish schools. Results indicate that the teaching model of the atom (derived from Bohr's model) commonly presented by teachers and textbook authors in Sweden gives the students an image of a disproportionately large and immobile nucleus, emphasises a planetary model of the atom and gives rise to a chain of logic leading to immobility in the solid state and molecular breakdown during phase transitions. The findings indicate that changes in teaching approaches are required to better support learners in developing mental models that reflect the intended target knowledge.

  • 6.
    Amin, Tamer G.
    et al.
    American University of Beirut, Lebanon.
    Jeppsson, Fredrik
    Linköpings universitet.
    Haglund, Jesper
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Conceptual metaphor and embodied cognition in science learning: Introduction to special issue2015In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, ISSN 0950-0693, Vol. 37, no 5-6, p. 745-758Article in journal (Refereed)
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  • 7.
    Amin, Tamer G.
    et al.
    Amer University of Beirut, Lebanon.
    Jeppsson, Fredrik
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Haglund, Jesper
    Uppsala University, Sweden.
    Editorial Material: Conceptual Metaphor and Embodied Cognition in Science Learning: Introduction to special issue2015In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 37, no 5-6, p. 745-758Article in journal (Other academic)
    Abstract [en]

    n/a

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  • 8.
    Anderhag, Per
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Emanuelsson, Patrik
    Stockholm University, Faculty of Science, Department of Mathematics.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hamza, Karim Mikael
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Students' choice of post-compulsory science: In search of schools that compensate for the socio-economic background of their students2013In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 35, no 18, p. 3141-3160Article in journal (Refereed)
    Abstract [en]

    It is commonly argued that socio-economic inequalities can explain many of the differences in achievement and participation in science education that have been reported among countries and among schools within a country. We addressed this issue by examining (a) the relationship between variables associated with socio-economic background and application frequencies to the Swedish Natural Science Programme (NSP) in upper secondary school and (b) whether there are lower secondary schools in Sweden that seem to compensate for these variables. Data from Statistics Sweden (SCB) covering the whole population of 106,483 ninth-grade students were used to calculate the probability for each student to apply to the NSP. Our results indicate that the variables, such as parental educational level and grades, have explanatory power, but with varying effect for different subpopulations of students. For example, grades in mathematics have a greater impact than grades in science for females’ choice of the NSP. The opposite holds for male students. Out of 1,342 schools, 158 deviated significantly from predicted, that is, the students in these schools applied to the NSP in greater or lesser extent than expected. The number of deviating schools is greater than predicted by pure random variation. This suggests that variables of socio-economic background are only a partial explanation of the application frequencies, and that the deviation needs to be investigated further. Our findings suggest that in order to understand why schools deviate positively and so compensate for the socio-economic background of their students, we need to study their practices more closely

  • 9. Andersson, J.
    et al.
    Enghag, Margareta
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    The relation between students' communicative moves during laboratory work in physics and outcomes of their actions2017In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 39, no 2, p. 158-180Article in journal (Refereed)
    Abstract [en]

    In this case study, we explore students' communication during practical work in physics at an upper secondary school in Sweden from a sociocultural perspective. We investigate the relation between the interaction and content of students' communication and outcomes of their actions, with the purpose of finding new knowledge for informing teachers in their choice of instruction. We make discourse analysis of how students interact but also of what students are discussing in terms of underlying content at a linguistic and cognitive level. Twenty students divided into five groups were video recorded while performing four practical tasks at different stations during laboratory work about motion. An analytical framework was developed and applied for one group to three parts of the transcripts in which three different talk-types occurred. Discursive, content, action and purposive moves in the process were identified for each talk-type at both linguistic and cognitive levels. These moves represent information concerning what the teacher actually assigns students to do, and how students make meaning of the activities. Through these different communicative moves, students experience how laboratory work can enhance their competence to collaborate in a scientific environment with complex practical and theoretical questions to solve quickly. Implications of the findings are discussed.

  • 10.
    Andersson, Jan
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics.
    Enghag, Margareta
    Stockholms universitet.
    The relation between students’ communicative moves during laboratory work in physics and outcomes of their actions2017In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 39, no 2, p. 158-180Article in journal (Refereed)
    Abstract [en]

    In this case study, we explore students’ communication during practical work in physics at an upper secondary school in Sweden from a sociocultural perspective. We investigate the relation between the interaction and content of students’ communication and outcomes of their actions, with the purpose of finding new knowledge for informing teachers in their choice of instruction. We make discourse analysis of how students interact but also of what students are discussing in terms of underlying content at a linguistic and cognitive level. Twenty students divided into five groups were video recorded while performing four practical tasks at different stations during laboratory work about motion. An analytical framework was developed and applied for one group to three parts of the transcripts in which three different talk-types occurred. Discursive, content, action and purposive moves in the process were identified for each talk-type at both linguistic and cognitive levels. These moves represent information concerning what the teacher actually assigns students to do, and how students make meaning of the activities. Through these different communicative moves, students experience how laboratory work can enhance their competence to collaborate in a scientific environment with complex practical and theoretical questions to solve quickly. Implications of the findings are discussed. 

  • 11.
    Andrée, Maria
    et al.
    Stockholm University.
    Hansson, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Marketing the ’Broad Line’: invitations to STEM education in a Swedish recruitment campaign2013In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 35, no 1, p. 147-166Article in journal (Refereed)
    Abstract [en]

    In many Western societies, there is a concern about the tendency of young people not choosing Science, Technology, Engineering, and Mathematics (STEM) education and occupations. In response, different initiatives have been launched. If one believes that science should have a place in more young people's lives, an important question is to what extent recruitment campaigns communicate messages that open up for STEM education to become relevant in young people's identity formation. Here, we analyse a Swedish government-initiated, primarily Internet-based recruitment attempt (‘The Broad Line Campaign’) aimed at increasing the number of young people choosing the natural science programme in upper secondary school. The campaign is based on marketing principles and deliberately draws on identity issues. The data analysed consists of campaign films and written resources describing the campaign. Data are analysed by use of the constant comparative approach in order to produce categories describing different messages about why to engage in STEM education. These messages are then analysed from an identity perspective using the concept of subjective values. Our results show that the messages communicated in the Broad Line campaign emphasise utility value, attainment value and relative cost rather than interest-enjoyment. The campaign communicates that the natural science programme is to be associated with a high attainment value without establishing relations to the field of science. Finally, potential consequences of the communicated messages in the campaign are discussed in light of previous research.

  • 12.
    Andrée, Maria
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hansson, Lena
    Marketing the ‘Broad Line’: Invitations to STEM education in a Swedish recruitment campaign2013In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 35, no 1, p. 147-166Article in journal (Refereed)
    Abstract [en]

    In many Western societies, there is a concern about the tendency of young people not choosing Science, Technology, Engineering, and Mathematics (STEM) education and occupations. In response, different initiatives have been launched. If one believes that science should have a place in more young people's lives, an important question is to what extent recruitment campaigns communicate messages that open up for STEM education to become relevant in young people's identity formation. Here, we analyse a Swedish government-initiated, primarily Internet-based recruitment attempt (‘The Broad Line Campaign’) aimed at increasing the number of young people choosing the natural science programme in upper secondary school. The campaign is based on marketing principles and deliberately draws on identity issues. The data analysed consists of campaign films and written resources describing the campaign. Data are analysed by use of the constant comparative approach in order to produce categories describing different messages about why to engage in STEM education. These messages are then analysed from an identity perspective using the concept of subjective values. Our results show that the messages communicated in the Broad Line campaign emphasise utility value, attainment value and relative cost rather than interest-enjoyment. The campaign communicates that the natural science programme is to be associated with a high attainment value without establishing relations to the field of science. Finally, potential consequences of the communicated messages in the campaign are discussed in light of previous research.

  • 13.
    Andrée, Maria
    et al.
    Stockholms universitet.
    Hansson, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Recruitment campaigns as a tool for social and cultural reproduction of scientific communities: a case study on how scientists invite young people to science2014In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 36, no 12, p. 1985-2008Article in journal (Refereed)
    Abstract [en]

    Young people's interest in pursuing science and science-intense educations has been expressed as a concern in relation to societal, economic and democratic development by various stakeholders (governments, industry and university). From the perspective of the scientific communities, the issues at stake do not necessarily correspond to the overall societal aims. Rather, initiatives to recruit young people to science are also ways for the scientific community to engage in the social and cultural reproduction of itself. For a community to survive and produce a future, it needs to secure regeneration of itself in succeeding generations. The aim of this study is to, from a perspective of social and cultural production/reproduction, shed light on an initiative from the scientific community to recruit young people to science education. This is a case study of one recruitment campaign called the Chemistry Advent calendar. The calendar consists of 25 webcasted films, produced and published by the science/technology faculty at a university. The analysed data consist of the films and additional published material relating to the campaign such as working reports and articles published about the campaign. The analysis focussed on what messages are communicated to potential newcomers. The messages were categorised by means of a framework of subjective values. The results are discussed both from a perspective of how the messages mirror traditions and habits of the scientific community, and in relation to research on students' educational choices.

  • 14.
    Andrée, Maria
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hansson, Lena
    Recruitment Campaigns as a Tool for Social and Cultural Reproduction of Scientific Communities: A case study on how scientists invite young people to science2014In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 36, no 12, p. 1985-2008Article in journal (Refereed)
    Abstract [en]

    Young people's interest in pursuing science and science-intense educations has been expressed as a concern in relation to societal, economic and democratic development by various stakeholders (governments, industry and university). From the perspective of the scientific communities, the issues at stake do not necessarily correspond to the overall societal aims. Rather, initiatives to recruit young people to science are also ways for the scientific community to engage in the social and cultural reproduction of itself. For a community to survive and produce a future, it needs to secure regeneration of itself in succeeding generations. The aim of this study is to, from a perspective of social and cultural production/reproduction, shed light on an initiative from the scientific community to recruit young people to science education. This is a case study of one recruitment campaign called the Chemistry Advent calendar. The calendar consists of 25 webcasted films, produced and published by the science/technology faculty at a university. The analysed data consist of the films and additional published material relating to the campaign such as working reports and articles published about the campaign. The analysis focussed on what messages are communicated to potential newcomers. The messages were categorised by means of a framework of subjective values. The results are discussed both from a perspective of how the messages mirror traditions and habits of the scientific community, and in relation to research on students' educational choices.

  • 15.
    Anker-Hansen, Jens
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Andrée, Maria
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Affordances and Constraints of Using the Socio-Political Debate for Authentic Summative Assessment2015In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 37, no 15, p. 2577-2596Article in journal (Refereed)
    Abstract [en]

    This article reports from an empirical study on the affordances and constraints for using staged socio-political debates for authentic summative assessment of scientific literacy. The article focuses on conditions for student participation and what purposes emerge in student interaction in a socio-political debate. As part of the research project, a socio-political debate was designed for assessing student competences of scientific literacy in classroom practices. The debate centred on a fictive case about a lake where a decline in the yield of fish had been established. The students were assigned the task of participating in the debate from appointed roles as different stakeholders. Data were collected with video recordings of the enacted student debates. Student participation was analysed with the theoretical framework of communities of practice. The results show that multiple conflicting purposes of the socio-political debate as an assessment task emerged. The emergent purposes were: (I) putting scientific knowledge on display versus staying true to one’s role, (II) putting scientific knowledge on display versus expressing social responsibility, (III) putting scientific knowledge on display versus winning the debate, (IV) using sources tactically versus using sources critically. As these purposes emerged in classroom practice, tensions between different ways of enacting participation in the debates became manifest. Based on these findings, this paper discusses the affordances and constraints for using a socio-political debate for classroom-based assessment of scientific literacy and argumentation in terms of validity, reliability and affordability.

  • 16.
    Areljung, Sofie
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Due, Karin
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Ottander, Christina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Skoog, Marianne
    Sundberg, Bodil
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. School of Science and Technology, Örebro University, Örebro, Sweden.
    Why and how teachers make use of drawing activities in early childhood science education2021In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 43, no 13, p. 2127-2147Article in journal (Refereed)
    Abstract [en]

    Researchers have provided many arguments for why drawing may contribute to science learning. However, little is known about how teachers in early childhood education (ECE) make use of drawing for science learning purposes. This article examines how teachers’ views and framing of drawing activities influence the science learning opportunities afforded to children in the activities. We use activity theory to analyse teacher interviews and observation data from ten science classrooms (children aged 3–8 years) where drawing activities occurred. The interviews reveal that few of the teachers relate drawing to science learning specifically. Rather, they portray drawing as a component of variation in teaching and learning in general. Looking at what happens in the classrooms, we conclude that drawing has a relatively weak position as means of communicating and learning science. Instead, the teaching emphasis is on writing or on ‘making a product’. However, there are examples where teachers explicitly use drawing for science learning purposes. These teachers are the same few who, in interviews, relate drawing to science learning specifically. Based on these findings, we encourage school teachers, teacher educators, and researchers to identify, and overcome,obstacles to realising the pedagogical potentials of drawing in ECE science classrooms.

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  • 17.
    Areljung, Sofie
    et al.
    Department of Applied Educational Science, Umeå University, Umeå, Sweden.
    Due, Karin
    Department of Science and Mathematics Education, Umeå University, Umeå, Sweden.
    Ottander, Christina
    Department of Science and Mathematics Education, Umeå University, Umeå, Sweden.
    Skoog, Marianne
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Sundberg, Bodil
    Örebro universitet, Institutionen för naturvetenskap och teknik.
    Why and how teachers make use of drawing activities in early childhood science education2021In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 43, no 13, p. 2127-2147Article in journal (Refereed)
    Abstract [en]

    Researchers have provided many arguments for why drawing may contribute to science learning. However, little is known about how teachers in early childhood education (ECE) make use of drawing for science learning purposes. This article examines how teachers' views and framing of drawing activities influence the science learning opportunities afforded to children in the activities. We use activity theory to analyse teacher interviews and observation data from ten science classrooms (children aged 3-8 years) where drawing activities occurred. The interviews reveal that few of the teachers relate drawing to science learning specifically. Rather, they portray drawing as a component of variation in teaching and learning in general. Looking at what happens in the classrooms, we conclude that drawing has a relatively weak position as means of communicating and learning science. Instead, the teaching emphasis is on writing or on 'making a product'. However, there are examples where teachers explicitly use drawing for science learning purposes. These teachers are the same few who, in interviews, relate drawing to science learning specifically. Based on these findings, we encourage school teachers, teacher educators, and researchers to identify, and overcome,obstacles to realising the pedagogical potentials of drawing in ECE science classrooms.

  • 18.
    Areljung, Sofie
    et al.
    Department of Applied Educational Science, Umeå University, Umeå, Sweden.
    Due, Karin
    Department of Science and Mathematics Education, Umeå University, Umeå, Sweden.
    Ottander, Christina
    Department of Science and Mathematics Education, Umeå University, Umeå, Sweden.
    Skoog, Marianne
    Örebro University, School of Humanities, Education and Social Sciences.
    Sundberg, Bodil
    Örebro University, School of Science and Technology. Department of Science and Mathematics Education, Umeå University, Umeå, Sweden.
    Why and how teachers make use of drawing activities in early childhood science education2021In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 43, no 13, p. 2127-2147Article in journal (Refereed)
    Abstract [en]

    Researchers have provided many arguments for why drawing may contribute to science learning. However, little is known about how teachers in early childhood education (ECE) make use of drawing for science learning purposes. This article examines how teachers' views and framing of drawing activities influence the science learning opportunities afforded to children in the activities. We use activity theory to analyse teacher interviews and observation data from ten science classrooms (children aged 3-8 years) where drawing activities occurred. The interviews reveal that few of the teachers relate drawing to science learning specifically. Rather, they portray drawing as a component of variation in teaching and learning in general. Looking at what happens in the classrooms, we conclude that drawing has a relatively weak position as means of communicating and learning science. Instead, the teaching emphasis is on writing or on 'making a product'. However, there are examples where teachers explicitly use drawing for science learning purposes. These teachers are the same few who, in interviews, relate drawing to science learning specifically. Based on these findings, we encourage school teachers, teacher educators, and researchers to identify, and overcome,obstacles to realising the pedagogical potentials of drawing in ECE science classrooms.

  • 19.
    Areljung, Sofie
    et al.
    Umeå University, Sweden.
    Due, Karin
    Umeå University, Sweden.
    Ottander, Christina
    Umeå University, Sweden.
    Skoog, Marianne
    Örebro University, Sweden.
    Sundberg, Bodil
    Umeå University, Sweden;Örebro University, Sweden.
    Why and how teachers make use of drawing activities in early childhood science education2021In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 43, no 13, p. 2127-2147Article in journal (Refereed)
    Abstract [en]

    Researchers have provided many arguments for why drawing may contribute to science learning. However, little is known about how teachers in early childhood education (ECE) make use of drawing for science learning purposes. This article examines how teachers’ views and framing of drawing activities influence the science learning opportunities afforded to children in the activities. We use activity theory to analyse teacher interviews and observation data from ten science classrooms (children aged 3–8 years) where drawing activities occurred. The interviews reveal that few of the teachers relate drawing to science learning specifically. Rather, they portray drawing as a component of variation in teaching and learning in general. Looking at what happens in the classrooms, we conclude that drawing has a relatively weak position as means of communicating and learning science. Instead, the teaching emphasis is on writing or on ‘making a product’. However, there are examples where teachers explicitly use drawing for science learning purposes. These teachers are the same few who, in interviews, relate drawing to science learning specifically. Based on these findings, we encourage school teachers, teacher educators, and researchers to identify, and overcome,obstacles to realising the pedagogical potentials of drawing in ECE science classrooms.

    Download full text (pdf)
    FULLTEXT01
  • 20. Berg, Anders
    et al.
    Bergendahl, Christina
    Lundberg, Bruno
    Tibell, Lena
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Biomedicine and Surgery, Cell biology.
    Benefiting from an open-ended experiment? A comparison of attitudes to, and outcomes of, an expository versus an open-inquiry version of the same experiment2003In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 25, no 3, p. 351-372Article in journal (Refereed)
    Abstract [en]

    In this article we compare outcomes of an open-inquiry and an expository version of a chemistry laboratory experiment at university level for 190 students. The aim of the study was to investigate if these two versions would result in different outcomes depending on the students' attitudes towards learning. We used a questionnaire to find out their attitude position prior to the laboratory experiment. The outcome in the different version of the experiment was evaluated by interviews, questions asked during the experiment and students self-evaluations. The main findings were that the open-inquiry version shows the most positive outcomes regarding learning outcome, preparation time, time spent in the laboratory and student perception of the experiment. The students with low attitude position needed more support to meet the challenge of an open-inquiry experiment, the support being a clearer explanation of the aims, and feedback from the instructor during the experiment.

  • 21. Bergqvist, Anna
    et al.
    Drechsler, Michal
    Chang Rundgren, Shu-Nu
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Upper Secondary Teachers’ Knowledge for Teaching Chemical Bonding Models2016In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 38, no 2, p. 298-318Article in journal (Refereed)
    Abstract [en]

    Researchers have shown a growing interest in science teachers' professional knowledge in recent decades. The article focuses on how chemistry teachers impart chemical bonding, one of the most important topics covered in upper secondary school chemistry courses. Chemical bonding is primarily taught using models, which are key for understanding science. However, many studies have determined that the use of models in science education can contribute to students' difficulties understanding the topic, and that students generally find chemical bonding a challenging topic. The aim of this study is to investigate teachers' knowledge of teaching chemical bonding. The study focuses on three essential components of pedagogical content knowledge (PCK): (1) the students' understanding, (2) representations, and (3) instructional strategies. We analyzed lesson plans about chemical bonding generated by 10 chemistry teachers with whom we also conducted semi-structured interviews about their teaching. Our results revealed that the teachers were generally unaware of how the representations of models they used affected student comprehension. The teachers had trouble specifying students' difficulties in understanding. Moreover, most of the instructional strategies described were generic and insufficient for promoting student understanding. Additionally, the teachers' rationale for choosing a specific representation or activity was seldom directed at addressing students' understanding. Our results indicate that both PCK components require improvement, and suggest that the two components should be connected. Implications for the professional development of pre-service and in-service teachers are discussed.

  • 22.
    Bergqvist, Anna
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Drechsler, Michal
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Chang Rundgren, Shu-Nu
    Stockholm Univ, Dept Educ, S-10691 Stockholm, Sweden..
    Upper Secondary Teachers' Knowledge for Teaching Chemical Bonding Models2016In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 38, no 2, p. 298-318Article in journal (Refereed)
    Abstract [en]

    Researchers have shown a growing interest in science teachers' professional knowledge in recent decades. The article focuses on how chemistry teachers impart chemical bonding, one of the most important topics covered in upper secondary school chemistry courses. Chemical bonding is primarily taught using models, which are key for understanding science. However, many studies have determined that the use of models in science education can contribute to students' difficulties understanding the topic, and that students generally find chemical bonding a challenging topic. The aim of this study is to investigate teachers' knowledge of teaching chemical bonding. The study focuses on three essential components of pedagogical content knowledge (PCK): (1) the students' understanding, (2) representations, and (3) instructional strategies. We analyzed lesson plans about chemical bonding generated by 10 chemistry teachers with whom we also conducted semi-structured interviews about their teaching. Our results revealed that the teachers were generally unaware of how the representations of models they used affected student comprehension. The teachers had trouble specifying students' difficulties in understanding. Moreover, most of the instructional strategies described were generic and insufficient for promoting student understanding. Additionally, the teachers' rationale for choosing a specific representation or activity was seldom directed at addressing students' understanding. Our results indicate that both PCK components require improvement, and suggest that the two components should be connected. Implications for the professional development of pre-service and in-service teachers are discussed.

  • 23.
    Brandstaedter, Kristina
    et al.
    Leibniz Institute Science and Math Educ IPN, Germany .
    Harms, Ute
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
    Grossschedl, Joerg
    Leibniz Institute Science and Math Educ IPN, Germany .
    Assessing System Thinking Through Different Concept-Mapping Practices2012In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 34, no 14, p. 2147-2170Article in journal (Refereed)
    Abstract [en]

    System thinking is usually investigated by using questionnaires, video analysis, or interviews. Recently, concept-mapping (CM) was suggested as an adequate instrument for analysing students system thinking. However, there are different ways with which to use this method. Therefore, the purpose of this study was to examine whether particular features of CM practices affect the valid assessment of students system thinking. The particular features analysed were the medium (computer versus paper-pencil) and the directedness (highly directed versus nondirected) of CM practices. These features were evaluated with respect to their influence on (a) students performance in CM and (b) the validity of different CM practices for system thinking. One hundred fifty-four German fourth graders (mean age: 9.95 years) and 93 eighth graders (mean age: 14.07 years) participated in the study following an experimental pre-test-post-test design. Three variations of CM practices were applied: (a) highly directed computer mapping, (b) highly directed paper-pencil mapping, and (c) nondirected paper-pencil mapping. In addition to the CM task, a paper-pencil questionnaire was employed to investigate the validity of the CM practices. Results showed that the computer positively influenced student performance in CM when compared with paper-pencil. By contrast, there was no difference between highly directed and nondirected mapping. Whereas the medium rarely influenced the validity of CM for system thinking, high directedness showed a positive influence. Considering the limitations and benefits of particular CM practices, we suggest highly directed and computer-based CM as an appropriate assessment tool-in particular, with regard to large-scale assessments of system thinking.

  • 24.
    Broman, Karolina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Bernholt, Sascha
    Parchmann, Ilka
    Using Model-based Scaffolds to Support Students Solving Context-based Chemistry Problems2018In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 40, no 10, p. 1176-1197Article in journal (Refereed)
    Abstract [en]

    Context-based learning aims to make learning more meaningful by raising meaningful problems. However, these types of problems often require reflection and thinking processes that are more complex and thus more difficult for students, putting high demands on students’ problem-solving capabilities. In this paper, students’ approaches when solving context-based chemistry problems and effects of systematic scaffolds are analysed based on the Model of Hierarchical Complexity. Most answers were initially assigned to the lowest level of the model; higher levels were reached without scaffolds only by few students and by most students with scaffolds. The results are discussed with regard to practical implications in terms of how teachers could make use of context-based tasks and aligned scaffolds to help students in this activity.

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  • 25.
    Byrne, Jenny
    et al.
    Southampton Education School, University of Southampton, Southampton, United Kingdom.
    Ideland, Malin
    Faculty of Education and Society, Malmö University, Malmö, Sweden.
    Malmberg, Claes
    Faculty of Education and Society, Malmö University, Malmö, Sweden.
    Grace, Marcus
    Southampton Education School, University of Southampton, Southampton, United Kingdom.
    Climate Change and Everyday Life: Repertoires children use to negotiate a socio-scientific issue2014In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 36, no 9, p. 1491-1509Article in journal (Refereed)
    Abstract [en]

    There are only a few studies about how primary school students engage in socio-scientific discussions. This study aims to add to this field of research by focusing on how 9–10-year-olds in Sweden and England handle climate change as a complex environmental socio-scientific issue (SSI), within the context of their own lives and in relation to society at large. It focuses on how different interpretative repertoires were used by the students in discussions to legitimise or question their everyday lifestyles. They discussed four possible options that a government might consider to help reduce carbon dioxide production. Six main repertoires were identified: Everyday life, Self-Interest, Environment, Science and Technology, Society and Justice. The Everyday life repertoire was used when students related their discussion to their everyday lifestyles. Science and technology-related solutions were offered to maintain or improve things, but these were sometimes rather unrealistic. Arguments related to environment and health frequently appeared to have a superior status compared to the others. Findings also highlighted how conflicts between the students were actually productive by bringing in several perspectives to negotiate the solutions. These primary school students were, therefore, able to discuss and negotiate a complex real-world SSI. Students positioned themselves as active contributors to society, using their life experiences and limited knowledge to understand the problems that affected their everyday lives. Honing these skills within a school science community of practice could facilitate primary students' engagement with SSIs and empower them as citizens. © 2014 Taylor & Francis.

  • 26. Byrne, Jenny
    et al.
    Ideland, Malin
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Malmberg, Claes
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Grace, Marcus
    Climate change and everyday life: repertoires children use to negotiate a socio-scientific issue2014In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 36, no 9, p. 1491-1509Article in journal (Refereed)
    Abstract [en]

    There are only a few studies about how primary school students engage in socio-scientific discussions. This study aims to add to this field of research by focusing on how 9–10-year-olds in Sweden and England handle climate change as a complex environmental socio-scientific issue (SSI), within the context of their own lives and in relation to society at large. It focuses on how different interpretative repertoires were used by the students in discussions to legitimise or question their everyday lifestyles. They discussed four possible options that a government might consider to help reduce carbon dioxide production. Six main repertoires were identified: Everyday life, Self-Interest, Environment, Science and Technology, Society and Justice. The Everyday life repertoire was used when students related their discussion to their everyday lifestyles. Science and technology-related solutions were offered to maintain or improve things, but these were sometimes rather unrealistic. Arguments related to environment and health frequently appeared to have a superior status compared to the others. Findings also highlighted how conflicts between the students were actually productive by bringing in several perspectives to negotiate the solutions. These primary school students were, therefore, able to discuss and negotiate a complex real-world SSI. Students positioned themselves as active contributors to society, using their life experiences and limited knowledge to understand the problems that affected their everyday lives. Honing these skills within a school science community of practice could facilitate primary students’ engagement with SSIs and empower them as citizens.

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  • 27.
    Caiman, Cecilia
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Jakobson, Britt
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Aesthetic experience and imagination in early elementary school science - a growth of 'Science-Art-Language-Game'2022In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 44, no 5, p. 833-853Article in journal (Refereed)
    Abstract [en]

    The purpose is to contribute knowledge to the field regarding the role of aesthetic experience when young students participate in intertwined science–art activities in science class. More precisely, we scrutinise how science suggestions are shaped in students’ processes of imagination when exploring animal’s ecology. Data corpus comprises audio recordings, photographs, drawings and field notes. The school is located in Sweden and the participating students were between 6 and 7 years old (Swedish grade 1). Seven students and their teacher participated in the study. The dialogues were analysed by means of a practical epistemology analysis (PEA), based on Dewey and the later Wittgenstein. In addition, the analytical term pictorial relation is launched to analyse the visual language exposed in students’ drawings. The results reveal that throughout the process, the young students in transaction with the contextual features, imagined suggestions and solutions to science-related issues. Facts and fiction, sense and nonsense blended when new solutions of pleasurable hiding-places for prey were aesthetically and imaginatively explored and designed. In addition, the students owned the problem throughout and developed agency, which resulted in novel science–art outcomes and the students’ communicative repertoire was extended when involved in intertwined dialogues and art activities. 

  • 28.
    Carlsson, Britta
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Ecological understanding 1: ways of experiencing photosynthesis2002In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 24, no 7, p. 681-699Article in journal (Refereed)
    Abstract [en]

    This article is the first in a set of two concerning ecological understanding. It is based on a study conducted with a phenomenographic approach. In the study, ten teacher students, chosen by theoretical and selective sampling, were interviewed on two occasions to capture qualitatively different ways in which the function of the ecosystem could be experienced. To explore this, two problem solving situations were arranged. Using a systems approach the functional aspects of the ecosystem were explored, with photosynthesis, recycling, and energy as units of analysis. The results are four categories of descriptions identified in relation to photosynthesis. The results indicate that the idea of transformation is crucial to more complex ways of understanding photosynthesis. This idea divides the categories into a consumptional and a transformational group. The categories are also found to be hierarchical in terms of inclusion of specific, critical aspects forming more and more complex ways of thinking.

  • 29.
    Carlsson, Britta
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Ecological understanding 2: transformation - a key to ecological understanding2002In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 24, no 7, p. 701-715Article in journal (Refereed)
    Abstract [en]

    This article (the second of two) describes the structure and general features of the phenomenon ecological understanding. Qualitatively different ways of experiencing cycling of matter and flow of energy in the context of ecosystems are presented. In all, five different categories are identified in each of these issues. It is concluded that the idea of transformation is a key to development of ecological understanding. The structure of ecological understanding was also found to be hierarchical in terms of inclusion of critical aspects in more complex ways of thinking. The identified categories and their critical aspects indicate fruitful paths for learning and crucial dimensions to open up in teaching. Thus, the results concern teachers' professional object, i.e., an emphasis on what to achieve in teaching and learning. The results can also be used as contents of teaching, tools for planning and for diagnostic and assessment purposes.

  • 30.
    Chang, Shu-Nu
    et al.
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences.
    Chiu, M. H.
    National Taiwan Normal University.
    Lakatos' scientific research programmes as a framework for analysing informal argumentation about socioscientific issues2008In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 30, no 13, p. 1753-1773Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to explore how Lakatos' scientific research programmes might serve as a theoretical framework for representing and evaluating informal argumentation about socio-scientific issues. Seventy undergraduate science and non-science majors were asked to make written arguments about four socio-scientific issues. Our analysis showed that the science majors' informal arguments were significantly better than the non-science majors' arguments. In terms of the resources for supporting reasons, we find that personal experience and scientific belief are the two categories that are generated most often in both groups of the participants. Besides, science majors made significantly greater use of analogies, while non-science majors made significantly greater use of authority. In addition, both science majors and non-science majors had a harder time changing their arguments after participating in a group discussion. In the study of argumentation in science, scholars have often used Toulmin's framework of data, warrant, backing, qualifiers, claims, and rebuttal. Our work demonstrates that Lakatos' work is also a viable perspective, especially when warrant and backing are difficult to discern, and when students' arguments are resistant to change. Our use of Lakatos' framework highlights how the 'hard core' of students' arguments about socio-scientific issues does, indeed, seem to be protected by a 'protective belt' and, thus, is difficult to alter. From these insights, we make specific implications for further research and teaching.

  • 31.
    Chang, Shu-Nu
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier.
    Chiu, M. H.
    National Taiwan Normal University.
    Lakatos' scientific research programmes as a framework for analysing informal argumentation about socioscientific issues2008In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 30, no 13, p. 1753-1773Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to explore how Lakatos' scientific research programmes might serve as a theoretical framework for representing and evaluating informal argumentation about socio-scientific issues. Seventy undergraduate science and non-science majors were asked to make written arguments about four socio-scientific issues. Our analysis showed that the science majors' informal arguments were significantly better than the non-science majors' arguments. In terms of the resources for supporting reasons, we find that personal experience and scientific belief are the two categories that are generated most often in both groups of the participants. Besides, science majors made significantly greater use of analogies, while non-science majors made significantly greater use of authority. In addition, both science majors and non-science majors had a harder time changing their arguments after participating in a group discussion. In the study of argumentation in science, scholars have often used Toulmin's framework of data, warrant, backing, qualifiers, claims, and rebuttal. Our work demonstrates that Lakatos' work is also a viable perspective, especially when warrant and backing are difficult to discern, and when students' arguments are resistant to change. Our use of Lakatos' framework highlights how the 'hard core' of students' arguments about socio-scientific issues does, indeed, seem to be protected by a 'protective belt' and, thus, is difficult to alter. From these insights, we make specific implications for further research and teaching.

  • 32.
    Christenson, N.
    et al.
    Karlstad University.
    Chang Rundgren, Shu-Nu
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences.
    Höglund,, H.-O.
    Karlstad University.
    Analysing upper secondary students’ use of supporting reasons in arguing socioscientific issues through the SEE-SEP modelIn: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289Article in journal (Refereed)
  • 33.
    Danckwardt-Lillieström, Kerstin
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Andrée, Maria
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Enghag, Margareta
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    The drama of chemistry – supporting student explorations of electronegativity and chemical bonding through creative drama in upper secondary school2020In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 42, no 11, p. 1862-1894Article in journal (Refereed)
    Abstract [en]

    Getting students to understand the particulate nature of matter is a major challenge for chemistry education. In upper secondary school students commonly struggle to distinguish between intra- and intermolecular bonding and analyse chemical bonding in terms of electronegativity. In this study, we explore how creative drama may be used in chemistry education to facilitate students’ explorations of electronegativity and chemical bonding in Swedish upper secondary chemistry education. The study was conducted as a design-based intervention in three cycles in two schools. The interventions (which lasted for 30–60 minutes) were single-lesson-interventions consisting of drama activities and discussions in whole-class and student groups. A qualitative content analysis produced themes that captured the ways in which the students explored electronegativity and chemical bonding and how creative drama enabled collective student agency. The findings indicate that creative drama enabled the students to link the electronegativity and polarity of molecules to formations of molecular grid structures using their own bodies to represent how molecules were organised in different states of matter. The results also indicate that creative drama in chemistry education may enhance student agency in their explorations of electronegativity and the linking of electronegativity to intramolecular and intermolecular bonding.

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  • 34.
    Danielsson, Anna
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research. Univ Cambridge, Fac Educ, Cambridge CB2 8PQ, England.
    Warwick, Paul
    Univ Cambridge, Fac Educ, Cambridge CB2 8PQ, England.
    ‘All we did was things like forces and motion…’: multiple Discourses in the development of primary science teachers2014In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 36, no 1, p. 103-128Article in journal (Refereed)
    Abstract [en]

    Previous research has highlighted challenges associated with embracing an inquiry approach to science teaching for primary teachers, often associating these challenges with insecurity linked to the lack of content knowledge. We argue that in order to understand the extent to which primary student teachers are able to embrace science teaching informed by scientific literacy for all, it is important to take into account various, sometimes competing, science teacher and primary teacher Discourses. The aim of this paper is to explore how such Discourses are constituted in the context of learning to teach during a 1-year university-based Post Graduate Certificate of Education course. The empirical data consist of semi-structured interviews with 11 student teachers. The analysis identifies 5 teacher Discourses and we argue that these can help us to better understand some of the tensions involved in becoming a primary teacher with a responsibility for teaching science: for example, in terms of the interplay between the student teachers' own educational biographies and institutionally sanctioned Discourses. One conclusion is that student teachers' willingness and ability to embrace a Discourse of science education, informed by the aim of scientific literacy for all, may be every bit as constrained by their experience of learning science through ‘traditional schooling’ as it is by their confidence with respect to their own subject knowledge. The 5 Discourses, with their complex interrelations, raise questions about which identity positions are available to students in the intersections of the Discourses and which identity positions teacher educators may seek to make available for their students.

  • 35.
    Davidsson, Eva
    et al.
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Jakobsson, Anders
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Different Images of Science at Nordic Science Centres2007In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 29, no 10, p. 1229-1244Article in journal (Refereed)
    Abstract [en]

    Science centres aim to present science in ways that will attract visitors and enhance public interest in, and knowledge of, science. But what images and different aspects of science are visitors confronted with at Nordic science centres? This study aims to explore the different aspects of science that are displayed and the ways in which these aspects constitute different images of science. In this study, staff members who work with the planning and creation of new exhibitions were asked to answer a web-based questionnaire, identifying the extent to which different aspects of science were displayed in their latest exhibition. They were also asked to voice their opinions on what, and to what extent, they would like to display different aspects in future exhibitions. This study shows that exhibitions today, in particular, choose to display the wonders of science, presenting science in a product-oriented and unproblematic way. The study also reveals a great discrepancy between what staff members display at their latest exhibitions and what they want to display in future exhibitions. They express a will to emphasise aspects of science on the basis of a societal and cultural perspective. This means that controversial issues, values in society, non-western science, and scientific processes constitute important components for future exhibitions.

  • 36.
    Davidsson, Eva
    et al.
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Jakobsson, Anders
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Staff members’ ideas about visitors’ learning at science and technology centers2009In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 31, no 1, p. 129-146Article in journal (Refereed)
    Abstract [en]

    This study investigates staff members’ ideas and assumptions about visitors’ learning at science and technology centres. It also aims to explore in what ways their reasoning intersect with existing theories about learning within the field of science and technology centre research. The results of the study reveal that the staff members allude to learning processes differently by distinguishing organized from non-organized learning, theoretical learning from practical hands-on learning, and serious from non-serious learning. According to most of the staff members, these also conclude with different learning outcomes. Further, a majority of the staff members state that they do not have any scientific knowledge about learning despite the fact that they work with the construction of new exhibitions. When discussing visitors’ learning, the staff members instead refer to personal experiences, professional experiences, professional education, and external references. When it comes to how they reason about the natural scientific content, nearly all express that they use references from the natural science community and researchers’ knowledge. The article moreover discusses in what ways a socio-cultural approach may be used in order to understand how learning arises when visitors interact with exhibits.

  • 37.
    de Winter, James
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Univ Cambridge, Fac Educ, Cambridge, England..
    Millar, Robin
    Univ York, Dept Educ, York, England..
    From broad principles to content-specific decisions: pre-service physics teachers' views on the usefulness of practical work2023In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 45, no 13, p. 1097-1117Article in journal (Refereed)
    Abstract [en]

    Practical work is widely seen as an integral part of school science. Research and teacher guidance have tended to consider practical work in science, rather than in individual science subjects or topics. This study used a questionnaire of selected- and open-response items to probe the views and reasoning of a sample of 43 pre-service teachers in England about the considerations that influence their use of practical work. Responses indicated a strongly positive view of the value of practical work to support a range of learning outcomes. A majority of respondents thought that the usefulness of practical work varies across topics due to differences in what can be directly observed and in potential to challenge learners' ideas. Responses showed awareness of the key role of practical work in linking observations and ideas, but also highlighted challenges in applying broad principles about practical work to content-specific examples and a limited awareness of the range of possible types of practical activity. The study supports the view that researchers and advocates of practical work should engage with issues at a smaller grain size than hitherto in order to gain a better understanding of teachers' decision-making and enable more effective classroom practices.

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  • 38.
    Ehrlén, Karin
    Stockholms universitet, Pedagogiska institutionen.
    Children's Understanding of Globes as a Model of the Earth: A problem of contextualizing2008In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 30, no 2, p. 221-238Article in journal (Refereed)
    Abstract [en]

    Visual representations play an important role in science teaching. The way in which visual representations may help children to acquire scientific concepts is a crucial test in the debate between constructivist and socio-cultural oriented researchers. In this paper, the question is addressed as a problem of how to contextualize conceptions and explanations in cognitive frameworks and visual descriptions in cultural contexts. Eleven children aged 6-8 years were interviewed in the presence of a globe. Those children who expressed views of the Earth that deviated from the culturally accepted view did not show any difficulties in combining these different ideas with the globe model. The way that this is possible is explained using a model of conceptual development as a process of differentiation between contexts and frameworks. The child must differentiate not only between the Earth as an area of flat ground in a common-sense framework and the planet Earth in a theoretical framework, but also between these frameworks and the framework of the representation. It is suggested that a differentiation on a meta-level is needed to distinguish which problems and explanations belong to which cognitive framework. In addition, the children must contextualize the visual description of the Earth in the globe in a cultural context to discern which mode of representation is used.

  • 39.
    Ehrlén, Karin
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Children's understanding of globes as a model of the earth: A problem of contextualizing2008In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 30, no 2, p. 221-238Article in journal (Refereed)
    Abstract [en]

    Visual representations play an important role in science teaching. The way in which visual representations may help children to acquire scientific concepts is a crucial test in the debate between constructivist and socio-cultural oriented researchers. In this paper, the question is addressed as a problem of how to contextualize conceptions and explanations in cognitive frameworks and visual descriptions in cultural contexts. Eleven children aged 6-8 years were interviewed in the presence of a globe. Those children who expressed views of the Earth that deviated from the culturally accepted view did not show any difficulties in combining these different ideas with the globe model. The way that this is possible is explained using a model of conceptual development as a process of differentiation between contexts and frameworks. The child must differentiate not only between the Earth as an area of flat ground in a common-sense framework and the planet Earth in a theoretical framework, but also between these frameworks and the framework of the representation. It is suggested that a differentiation on a meta-level is needed to distinguish which problems and explanations belong to which cognitive framework. In addition, the children must contextualize the visual description of the Earth in the globe in a cultural context to discern which mode of representation is used.

  • 40.
    Ehrlén, Karin
    Stockholms universitet, Pedagogiska institutionen.
    Drawings as Representations of Children’s Conceptions2009In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 31, no 1, p. 41-57Article in journal (Refereed)
    Abstract [en]

    Drawings are often used to obtain an idea of children’s conceptions. Doing so takes for granted an unambiguous relation between conceptions and their representations in drawings. This study was undertaken to gain knowledge of the relation between children’s conceptions and their representation of these conceptions in drawings. A theory of contextualization was the basis for finding out how children related their contextualization of conceptions in conceptual frameworks to their contextualization of drawings in pictorial convention. Eighteen children were interviewed in a semi-structured method while they were drawing the Earth. Audio-recorded interviews, drawings, and notes were analysed to find the cognitive and cultural intentions behind the drawings. Also, even children who demonstrated alternative conceptions of the Earth in the interviews still followed cultural conventions in their drawings. Thus, these alternative conceptions could not be deduced from the drawings. The results indicate that children’s drawings can be used to grasp children’s conceptions only by considering the meaning the children themselves give to their own drawings.

  • 41.
    Ehrlén, Karin
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Drawings as representations of children's conceptions2009In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 31, no 1, p. 41-57Article in journal (Refereed)
    Abstract [en]

    Drawings are often used to obtain an idea of children's conceptions. Doing so takes for granted an unambiguous relation between conceptions and their representations in drawings. This study was undertaken to gain knowledge of the relation between children's conceptions and their representation of these conceptions in drawings. A theory of contextualization was the basis for finding out how children related their contextualization of conceptions in conceptual frameworks to their contextualization of drawings in pictorial convention. Eighteen children were interviewed in a semi-structured method while they were drawing the Earth. Audio-recorded interviews, drawings, and notes were analysed to find the cognitive and cultural intentions behind the drawings. Also, even children who demonstrated alternative conceptions of the Earth in the interviews still followed cultural conventions in their drawings. Thus, these alternative conceptions could not be deduced from the drawings. The results indicate that children's drawings can be used to grasp children's conceptions only by considering the meaning the children themselves give to their own drawings.

  • 42.
    Ekborg, Margareta
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Student-teachers' Learning Outcomes during Science Subject Matter Courses.2005In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 27, no 14, p. 1671-1694Article in journal (Refereed)
    Abstract [en]

    This paper is about a longitudinal study to investigate how student teachers developed understanding of somekey ecological concepts during a teacher education programme. Another aim was to interpret the studentteachers' intentions in respect of the programme and to examine how these intentions influenced their learning.A group of students were followed trough 2.5 years of a teacher education programme. The whole studentgroup (n = between 47 and 60) answered a questionnaire three times. Their understanding of scientificconcepts, relevant to environmental education, was examined. 14 students were interviewed three times abouta newspaper article discussing the use of surplus heat from a crematorium. The students were also asked aboutexpectations of the teaching programme and of learning experiences from their science courses and fromschool practice. It s concluded that many of the student teachers did not develop the conceptual understandingnecessary to be able to engage with the socio-scientific issue presented to them. It also concludes that many ofthe student teachers approach the learning of science content from the perspective of their personal notions ofthe tasks of a primary schoolteacher, which is significantly different from the perspectives underpinning thecurriculum and the intention of teacher educators. The connection between these two conclusions is discussed.

  • 43.
    Eliasson, Nina
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Karlsson, Karl Göran
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Sørensen, Helene
    Aarhus University, København NV, Denmark.
    The role of questions in the science classroom: how girls and boys respond to teachers' questions2017In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 39, no 4, p. 433-452Article in journal (Refereed)
    Abstract [en]

    The purpose of this study was to explore (a) to what extent male and female science teachers pose different types of questions and (b) if the type of science question posed influences the extent to which boys or girls respond to them. Transcripts of the teacher–student interaction in a whole-class situation were analysed, with attention paid to interactions that involved science questions. Closed and open questions were used. Results revealed that the percentage of closed questions posed corresponded to 87%. Results show that teachers mainly use closed questions, and responses from boys to closed questions are in the majority regardless of if the question is posed by a female teacher (56%) or a male teacher (64%). Both categories of closed questions are mainly considered lower order questions that do not facilitate higher cognitive levels in students. Thus, a direct consequence of an excessive use of this type of questions may be that both boys and girls will be given less opportunities to practise their ability to talk about science. Less access to general classroom interaction may also affect girls’ attitudes to science in a negative way which could ultimately hamper the recruitment of girls to higher scientific studies.

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  • 44.
    Eliasson, Nina
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Sørensen, Helene
    DPU, Aarhus University, Tuborgvej, København, Denmark .
    Karlsson, Karl Göran
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Teacher-Student Interaction in Contemporary Science Classrooms: Is Participation Still a Question of Gender?2016In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 38, no 10, p. 1655-1672Article in journal (Refereed)
    Abstract [en]

    We show that boys still have a greater access to the space for interaction in science classrooms, which is unexpected since in Sweden today girls perform better in these subjects than boys. Results from video-recorded verbal communication, referred to here as interaction, show that the distribution of teacher–student interaction in the final year of lower secondary school follows the same patterns as in the 1980s. The interaction space for all kinds of talk continues to be distributed according to the two-thirds rule for communication in science classrooms as described by previous research. We also show that the overall interaction space in science classrooms has increased for both boys and girls when talk about science alone is considered. Another finding which follows old patterns is that male teachers still address boys more often than girls. This holds true both for general talk and for talk about science. If a more even distribution of teacher–student interaction is desirable, these results once again need to be considered. More research needs to be undertaken before the association between girls’ attitudes and interest in science in terms of future career choice and the opportunity to participate in teacher–student interaction is more clearly understood.

  • 45.
    Fridberg, Marie
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Jonsson, Agneta
    Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning fritidshem och förskola. Kristianstad University, Faculty of Education, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Redfors, Andreas
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Research Platform Collaboration for Education.
    Thulin, Susanne
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning fritidshem och förskola.
    Teaching chemistry and physics in preschool: a matter of establishing intersubjectivity2019In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 41, no 17, p. 2542-2556Article in journal (Refereed)
    Abstract [en]

    This paper describes analysis of teaching instances that are part of an in-service preschool teachers programme about chemistry and physics in preschool. The aim is to develop knowledge about the communication established between teacher and children in relation to an object of learning, specifically the role of intersubjective communication in relation to an object of learning. A set of science activities with a specified object of learning was developed in groups of teachers and researchers. A qualitative analysis of the communication in relation to the chosen object of learning was performed. The focus of the analysis was excerpts representing differences in intersubjectivity related to the object of learning and what can be said to characterise the communication between teachers and children in these situations. The results show that intersubjectivity can occur in different ways with different consequences for children’s opportunities to experience the intended object of learning. In connection to this, the importance of teachers having a mutual simultaneity in the communication with children about a specific content is highlighted. The teachers have to create links between the child’s perspective and the object of learning. Intermediary objects of learning are discussed as supporting elements in the conquest of new knowledge.

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  • 46.
    Girwidz, Raimund
    et al.
    Ludwig Maximilians Univ Munchen, Fac Phys, Munich, Germany.
    Thoms, Lars-Jochen
    Ludwig Maximilians Univ Munchen, Fac Phys, Munich, Germany.
    Pol, Henk
    Univ Twente, ELAN Inst Teacher Training, Enschede, Netherlands.
    Lopez, Victor
    Autonomous Univ Barcelona, Res Ctr Sci & Math Educ, Barcelona, Spain.
    Michelini, Marisa
    Univ Udine, Dipartimento Chim Fis & Ambiente, Udine, Italy.
    Stefanel, Alberto
    Univ Udine, Dipartimento Chim Fis & Ambiente, Udine, Italy.
    Greczylo, Tomasz
    Univ Wroclaw, Inst Expt Phys, Wroclaw, Poland.
    Mueller, Andreas
    Univ Geneva, Inst Teacher Educ, Fac Sci, Phys Sect, Geneva, Switzerland.
    Gregorcic, Bor
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Homostrei, Mihaly
    Eotvos Lorand Univ, Dept Mat Phys, Budapest, Hungary.
    Physics teaching and learning with multimedia applications: a review of teacher-oriented literature in 34 local language journals from 2006 to 20152019In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 41, no 9, p. 1181-1206Article, review/survey (Refereed)
    Abstract [en]

    Teacher-oriented journals provide many ideas for practical use of multimedia in physics teaching and learning. However, they are often written in their respective native languages. Moreover, having 24 official languages in the European Union is a huge barrier to the exchange of teaching and learning material. Knowledge about what is discussed in neighbouring countries is rare. Hence, in this article scientific members of the MPTL group (Multimedia in Physics Teaching and Learning) present a review on multimedia applications and the corresponding concepts that are discussed in non-English language journals. 491 articles in 34 teacher-oriented journals from 10 countries are reviewed, using a list of 81 categories, to characterise addressed topics, teaching strategies, technology and multimedia features. Log-linear multiway frequency and cluster analysis were used to get more insights about preferred combinations of content and teaching strategies, differences between countries, changes between periods and patterns of articles. There is a divergence in the main topics focused on between countries and some changes within the periods 2006-2010 and 2011-2015. Such a large diversity of ideas and concepts covered throughout the EU highlights the potential benefits of more international exchange. However, findings also point to additional requirements, concerning theoretical background, ideas for implementations of modern features like augmented reality, and the use of internet-based sources and modern devices. Thus this article is also calling for more exchange and discussions concerning topics to be addressed in teacher-oriented journals.

  • 47.
    Gustavsson, Laila
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Jonsson, Agneta
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Faculty of Education, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Thulin, Susanne
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Ways of dealing with science learning: a study based on Swedish early childhood education practice2016In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 38, no 11, p. 1867-1881Article in journal (Refereed)
    Abstract [en]

    The Swedish school system offers curriculum-based early childhood education (ECE) organised as preschool (for 0–5-year-olds) and preschool class (for 6-year-olds). The intention to create a playful and educational environment based on children’s perspectives, interests, and questions is strongly based on historical and cultural traditions. This article develops knowledge of ECE teachers’ approaches to science-learning situations. The study applies a phenomenographic approach. The analysis is based on approximately 9.5 hours of video documentation of teacher-led and child-initiated Swedish ECE science activities. We identified two descriptive categories and four subcategories dealing with science-learning situations: (A) making anything visible, containing the three subcategories (Aa) addressing everyone, (Ab) addressing everything, and (Ac) addressing play and fantasy; and (B) creating a shared space for learning (Ba) addressing common content. These categories are related to how efforts to take advantage of children’s perspectives are interpreted and addressed in educational practice. The article discusses and exemplifies the use of various categories and their potential implications for ECE learning practice.

  • 48.
    Gyberg, Per
    et al.
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Lee, Francis
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    The construction of facts: preconditions for meaning in teaching energy in Swedish classrooms2010In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 32, no 9, p. 1173-1189Article in journal (Refereed)
    Abstract [en]

    This article investigates the mechanisms that govern the processes of inclusion and exclusion of knowledges. It draws on three cases from Swedish classrooms about how energy is created as an area of knowledge. We are interested in how knowledge is made valid and legitimate in a school context, and in defining and finding tools to identify structures that govern potential meanings in a certain situation. To do this we develop a theoretical model that explains the preconditions for meaning. The purpose is to understand why certain knowledges are legitimated in the classroom and to explain how this happens. The analysis is based on participatory observations in classrooms, audio recordings of students engaged in group projects, educational materials, and the students' own work. The apparatuses of the school offer a wide range of possible meanings concerning energy. At the same time there are forces evolved in the school practice that effectively sift out what counts as values from what counts as facts and valid knowledge. These forces create a certain order and certain effects for what counts as truth. The article investigates the nature of the correlations between the different preconditions identified that makes one discourse more likely and “true” than another.

  • 49.
    Gyllenpalm, Jakob
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    The Uses of the Term Hypothesis and the Inquiry Emphasis Conflation in Science Teacher Education2011In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 33, no 14, p. 1993-2015Article in journal (Refereed)
    Abstract [en]

    This paper examines the use and role of the term 'hypothesis' in science teacher education as described by teacher students. Data were collected through focus group interviews conducted at seven occasions with 32 students from six well-known Swedish universities. The theoretical framework is a sociocultural and pragmatist perspective on language and learning, introducing the notion of pivot terms to operationalise language use as a habit and mediated action. We describe three different customs of using the term 'hypothesis' within four cultural institutions that can be said to constitute science teacher education in Sweden. Students were found to habitually use the term hypothesis as meaning a guess about an outcome. This is contrasted to the function of this term in scientific research as a tentative explanation. We also found differences in how this term was used between the pure science courses given by the science departments of universities and science education courses taken only by teacher students. Findings also included further support for school students hypothesis fear reported in an earlier study. It is discussed how these findings can obstruct learning and teaching about the nature of scientific inquiry. Constructivist theories of learning are suggested as a possible origin of these problems. The findings are also related to curricular reform and development.

  • 50.
    Gyllenpalm, Jakob
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    The Uses of the Term Hypothesis and the Inquiry Emphasis Conflation in Science Teacher Education2011In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 33, no 14, p. 1993-2015Article in journal (Refereed)
    Abstract [en]

    This paper examines the use and role of the term ‘hypothesis’ in science teacher education as described by teacher students. Data were collected through focus group interviews conducted at seven occasions with 32 students from six well‐known Swedish universities. The theoretical framework is a sociocultural and pragmatist perspective on language and learning, introducing the notion of pivot terms to operationalise language use as a habit and mediated action. We describe three different customs of using the term ‘hypothesis’ within four cultural institutions that can be said to constitute science teacher education in Sweden. Students were found to habitually use the term hypothesis as meaning a guess about an outcome. This is contrasted to the function of this term in scientific research as a tentative explanation. We also found differences in how this term was used between the pure science courses given by the science departments of universities and science education courses taken only by teacher students. Findings also included further support for school students hypothesis fear reported in an earlier study. It is discussed how these findings can obstruct learning and teaching about the nature of scientific inquiry. Constructivist theories of learning are suggested as a possible origin of these problems. The findings are also related to curricular reform and development.

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