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  • 1.
    A. Manneh, Ilana
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hamza, Karim
    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.
    Eriksson, Lars
    Stockholm University, Faculty of Science, Department of Materials and Environmental Chemistry (MMK).
    The role of anthropomorphisms in students’ reasoning about chemical structure and bonding2018In: Asia-Pacific Forum on Science Learning and Teaching, E-ISSN 1609-4913, Vol. 19, no 2, article id 4Article in journal (Refereed)
    Abstract [en]

    Anthropomorphisms are widespread at all levels of the educational system even among science experts. This has led to a shift in how anthropomorphisms are viewed in science education, from a discussion of whether they should be allowed or avoided towards an interest in their role in supporting students’ understanding of science. In this study we examine the role of anthropomorphisms in supporting students’ understanding of chemistry. We analyze examples from undergraduate students’ discussions during problem-solving classes through the use of practical epistemology analysis (PEA). Findings suggest that students invoked anthropomorphisms alongside technical relations which together produced more or less chemically appropriate explanations. Also, anthropomorphisms constitute potentially productive points of departure for rendering students’ explanations more chemically appropriate. The implications of this study refer to the need to deal with anthropomorphisms explicitly and repeatedly as well as to encourage explicit connections between different parts of the explanation - teleological as well as causal.

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  • 2.
    Chang Rundgren, Shu Nu
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences (from 2013). Stockholm University.
    Nyberg, Lars
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Evers, Mariele
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Germany.
    Alexandersson, Jan
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Learning about flood risk: Comparing the Web-based and physical flood-walk learning environments2015In: Asia-Pacific Forum on Science Learning and Teaching, E-ISSN 1609-4913, Vol. 16, no 1Article in journal (Refereed)
    Abstract [en]

    Numerous of sustainable development related challenges are emerging today, e.g. flooding problems. Our group has developed ’the flood walk’ project since 2010 to convey flood risk knowledge in an authentic context. Considering the limitation of time and space to educate people the flood risk knowledge, we tried to transform the physical flood walk field trip into a Web-based virtual trip. In this study, we aim to examine whether the Web-based flood-walk environment can help participants to achieve the same learning outcome as its authentic counterpart. A total of 65 upper secondary school pupils participated in this study. The results illustrate that a physical experience is irreplaceable, and the importance of providing physical experiences for learners in both formal and informal education needs to be emphasised.

  • 3.
    Chang Rundgren, Shu-Nu
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education. Karlstad University, Sweden.
    Nyberg, Lars
    Evers, Mariele
    Alexandersson, Jan
    Learning about flood risk: comparing the Web-based and physical flood-walk learning environment2015In: Asia-Pacific Forum on Science Learning and Teaching, E-ISSN 1609-4913, Vol. 16, no 1, article id 12Article in journal (Refereed)
    Abstract [en]

    Numerous of sustainable development related challenges are emerging today, e.g. flooding problems. Our group has developed ‘the flood walk’ project since 2010 to convey flood risk knowledge in an authentic context. Considering the limitation of time and space to educate people the flood risk knowledge, we tried to transform the physical flood walk field trip into a Web-based virtual trip. In this study, we aim to examine whether the Web-based flood-walk environment can help participants to achieve the same learning outcome as its authentic counterpart. A total of 65 upper secondary school pupils participated in this study. The results illustrate that a physical experience is irreplaceable, and the importance of providing physical experiences for learners in both formal and informal education needs to be emphasised.

  • 4.
    Chang Rundgren, Shu-Nu
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Rundgren, Carl-Johan
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    SEE-SEP: From a separate to a holistic view on socio-scientific issues2010In: Asia-Pacific Forum on Science Learning and Teaching, E-ISSN 1609-4913, Vol. 11, no 1, p. Article 2-Article in journal (Refereed)
    Abstract [en]

    The trend of socioscientific issues (SSIs) has been emergent in the science- and technology-dominated society of today. Accordingly, during the past 20 years, students’ skills of argumentation and informal reasoning about SSIs have achieved greater emphasis and profile in school education. Based upon the importance of SSIs, more and more researchers have investigated how students reason and make arguments about SSIs, and also explored the dimensions influencing students’ arguments and also involved in the various SSIs. This article has a threefold purpose. Firstly, we want to address the different roles of SSIs in science education nowadays, and secondly, after reviewing the divergent dimensions involved in SSIs from previous literature, we want to provide a holistic view to represent the essence of SSIs via the SEE-SEP model (connecting six subject areas of Sociology/culture, Environment, Economy, Science, Ethics/morality and Policy with three aspects of value, personal experience and knowledge) developed here. Thirdly, to support the SEE-SEP model, examples extracted from former studies are presented. The implications for research and for school science education are discussed.

  • 5.
    Chang Rundgren, Shu-Nu
    et al.
    Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN).
    Rundgren, Carl-Johan
    Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN).
    SEE-SEP: From a separate to a holistic view on socio-scientific issues2010In: Asia-Pacific Forum on Science Learning and Teaching, E-ISSN 1609-4913, Vol. 11, no 1, p. Article 2-Article in journal (Refereed)
    Abstract [en]

    The trend of socioscientific issues (SSIs) has been emergent in the science- and technology-dominated society of today. Accordingly, during the past 20 years, students’ skills of argumentation and informal reasoning about SSIs have achieved greater emphasis and profile in school education. Based upon the importance of SSIs, more and more researchers have investigated how students reason and make arguments about SSIs, and also explored the dimensions influencing students’ arguments and also involved in the various SSIs. This article has a threefold purpose. Firstly, we want to address the different roles of SSIs in science education nowadays, and secondly, after reviewing the divergent dimensions involved in SSIs from previous literature, we want to provide a holistic view to represent the essence of SSIs via the SEE-SEP model (connecting six subject areas of Sociology/culture, Environment, Economy, Science, Ethics/morality and Policy with three aspects of value, personal experience and knowledge) developed here. Thirdly, to support the SEE-SEP model, examples extracted from former studies are presented. The implications for research and for school science education are discussed.

  • 6.
    Chang Rundgren, Shu-Nu
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education. Karlstad University, Sweden.
    Yao, Bao-Jun
    Visualization in research and science teachers’ professional development2014In: Asia-Pacific Forum on Science Learning and Teaching, E-ISSN 1609-4913, Vol. 15, no 2, article id 2Article in journal (Refereed)
    Abstract [en]

    Based on the importance and widely use of visualization in science, this article has a three-fold aim related to the terms of visualization, representation and model that in recent years have been introduced to the field of science education without clear differentiation. Firstly, the three terms are discussed with examples to provide a common ground for the following discussion. Secondly, the roles of visualization in science education are delineated to inform teachers how visualization can be used to enhance their teaching and students’ learning in science. Thirdly, based on visualization research in science education, there are a number of aspects that we need to consider while embedding the proposed visualization into the development of teachers’ professional knowledge. We hope to contribute to pre- and in-service science teachers’ professional development linked to the use of visualization in science education.

  • 7.
    Chang, Shu-Nu
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences.
    Investigating Taiwanese 9th-graders’ scientific literacy via authentic assessment2008In: Asia-Pacific Forum on Science Learning and Teaching, E-ISSN 1609-4913, Vol. 9, no 1, p. article 15-Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to introduce Taiwanese last curriculum standards and the development of authentic assessment to investigate 9th-graders’ scientific literacy in Taiwan. From this study, it was revealed that authentic assessment provided another possibility to evaluate students’ scientific cognition better than the traditional achievement tests. Besides, the hands-on activity developed by this study offered an opportunity to make students enjoy the examination more and showed a higher consistency with lower-achievement students’ performance on the national entrance exam. The discussion and implementation are presented.

  • 8.
    Chang, Shu-Nu
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier.
    Investigating Taiwanese 9th-graders’ scientific literacy via authentic assessment2008In: Asia-Pacific Forum on Science Learning and Teaching, E-ISSN 1609-4913, Vol. 9, no 1, p. article 15-Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to introduce Taiwanese last curriculum standards and the development of authentic assessment to investigate 9th-graders’ scientific literacy in Taiwan. From this study, it was revealed that authentic assessment provided another possibility to evaluate students’ scientific cognition better than the traditional achievement tests. Besides, the hands-on activity developed by this study offered an opportunity to make students enjoy the examination more and showed a higher consistency with lower-achievement students’ performance on the national entrance exam. The discussion and implementation are presented.

  • 9.
    Chang, Shu-Nu
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences.
    Teaching argumentation through the visual models in a resource-based learning environment2007In: Asia-Pacific Forum on Science Learning and Teaching, E-ISSN 1609-4913, Vol. 8, no 1, p. article 5-Article in journal (Refereed)
    Abstract [en]

    Scientific literacy is the ultimate goal in science education world-wide; especially in this modern society of science and technology. How to help individuals to make good judgments and promote their skills of argumentation becomes an important issue. Meanwhile, in the Information Age, visual image is an important medium for conveying information. The purpose of this study is to teach argumentation through visual models in a non-science major class and to investigate which visual models of argumentation students like to choose for constructing their arguments concerning genetically modified food in a resource-based learning environment. The results revealed that most of the participants chose Lakatos’ scientific research programmes as the model to construct their arguments most, and there were three kinds of reasons participants provided about why they chose this model. In addition, the questions concerning genetically modified food that students felt interested to explore were also investigated. The implications for teaching are discussed.

  • 10.
    Chang, Shu-Nu
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier.
    Teaching argumentation through the visual models in a resource-based learning environment2007In: Asia-Pacific Forum on Science Learning and Teaching, E-ISSN 1609-4913, Vol. 8, no 1, p. article 5-Article in journal (Refereed)
    Abstract [en]

    Scientific literacy is the ultimate goal in science education world-wide; especially in this modern society of science and technology. How to help individuals to make good judgments and promote their skills of argumentation becomes an important issue. Meanwhile, in the Information Age, visual image is an important medium for conveying information. The purpose of this study is to teach argumentation through visual models in a non-science major class and to investigate which visual models of argumentation students like to choose for constructing their arguments concerning genetically modified food in a resource-based learning environment. The results revealed that most of the participants chose Lakatos’ scientific research programmes as the model to construct their arguments most, and there were three kinds of reasons participants provided about why they chose this model. In addition, the questions concerning genetically modified food that students felt interested to explore were also investigated. The implications for teaching are discussed.

  • 11.
    Chang, Shu-Nu
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    The learning effect of modelling ability instruction2008In: Asia-Pacific Forum on Science Learning and Teaching, E-ISSN 1609-4913, Vol. 9, no 2, article id 3Article in journal (Refereed)
    Abstract [en]

    To achieve the goal of scientific literacy, besides conveying science and technology concepts, cultivating students' modeling ability has become important. However, in-service teachers face the difficulty that their teaching load increases while they are still bound by limited teaching hours. Teachers may know of modeling ability, life related content and hands-on activities which are all important and beneficial for science learning; however, they very often find it is hard to engage all these methods into their limited teaching hours. Therefore, the purpose of this study is to develop an efficient method of instruction based upon the frameworks of cognitive apprenticeship and modeling ability to promote students' modeling ability and scientific concept regarding battery. A topic oriented instructional design has been adopted to develop a four-lesson instruction (200 minutes in total). There were 149 non-science majors from three classes invited to participate in this study. They were randomly assigned different instructions, and students' performances were evaluated by three kinds of tests: the general modeling ability test, concept tests and context-based modeling tests. The results indicate cognitive apprenticeship and modeling ability instruction could significantly improve students' modeling ability and also enhance their learning regarding the concept of the battery. However, it is remarkable to point out that, "modeling ability instruction" and the "video lab" provided in this study play the crucial roles. The implication of this study is also discussed.

  • 12.
    Chang, Shu-Nu
    Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN).
    The learning effect of modelling ability instruction2008In: Asia-Pacific Forum on Science Learning and Teaching, E-ISSN 1609-4913, Vol. 9, no 2, p. 3-Article in journal (Refereed)
    Abstract [en]

    To achieve the goal of scientific literacy, besides conveying science and technology concepts, cultivating students' modeling ability has become important. However, in-service teachers face the difficulty that their teaching load increases while they are still bound by limited teaching hours. Teachers may know of modeling ability, life related content and hands-on activities which are all important and beneficial for science learning; however, they very often find it is hard to engage all these methods into their limited teaching hours. Therefore, the purpose of this study is to develop an efficient method of instruction based upon the frameworks of cognitive apprenticeship and modeling ability to promote students' modeling ability and scientific concept regarding battery. A topic oriented instructional design has been adopted to develop a four-lesson instruction (200 minutes in total). There were 149 non-science majors from three classes invited to participate in this study. They were randomly assigned different instructions, and students' performances were evaluated by three kinds of tests: the general modeling ability test, concept tests and context-based modeling tests. The results indicate cognitive apprenticeship and modeling ability instruction could significantly improve students' modeling ability and also enhance their learning regarding the concept of the battery. However, it is remarkable to point out that, "modeling ability instruction" and the "video lab" provided in this study play the crucial roles. The implication of this study is also discussed.

  • 13.
    Chang-Rundgren, Shu-Nu
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences (from 2013). Stockholm University.
    Yao, Bao Jun
    Jiangxi Normal University, China.
    Visualization in research and science teachers’ professional development2014In: Asia-Pacific Forum on Science Learning and Teaching, E-ISSN 1609-4913, Vol. 15, no 2Article in journal (Refereed)
    Abstract [en]

    Based on the importance and widely use of visualization in science, this article has a three-fold aim related to the terms of visualization, representation and model that in recent years have been introduced to the field of science education without clear differentiation. Firstly, the three terms are discussed with examples to provide a common ground for the following discussion. Secondly, the roles of visualization in science education are delineated to inform teachers how visualization can be used to enhance their teaching and students’ learning in science. Thirdly, based on visualization research in science education, there are a number of aspects that we need to consider while embedding the proposed visualization into the development of teachers’ professional knowledge. We hope to contribute to pre-and in-service science teachers’ professional development linked to the use of visualization in science education. © 2014 HKIEd APFSLT.

  • 14.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    How interests in science and technology have taken women to an engineering careeer2013In: Asia-Pacific Forum on Science Learning and Teaching, E-ISSN 1609-4913, Vol. 14, no 1, article id 1Article in journal (Refereed)
  • 15.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    How interests in science and technology have taken women to an engineering career2013In: Asia-Pacific Forum on Science Learning and Teaching, E-ISSN 1609-4913, Vol. 14, no 1Article in journal (Refereed)
    Abstract [en]

    This study connects to gender issues within the field of science and technology. Women who had started strongly male-dominated engineering educations at Karlstad University were interviewed to find out why they had chosen these programs. A very clear picture emerged about the professions of the women’s fathers. Almost all fathers were engineers or employed in positions that required skills in technology. The women described their fathers as the most important person who had introduced them into the traditionally masculine technology world during childhood. Also other male relatives had influenced the women often in the same way as fathers had done. Mothers had encouraged their daughters for further studies, but not necessarily in the field of science and technology. Mathematics had often been the gateway to studies in science and technology. Thus, these women started early on a trajectory into a technical career. It is discussed if only girls with this strong masculine models and influences can enjoy settings with male norms or if these norms ought to be changed. Results from this study show that it is important to early influence young girls to opportunities that will stimulate their interests in science and technology. © 2013 HKIEd APFSLT.

  • 16.
    Mc Ewen, Birgitta
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).
    Clemént, Pierre
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Nyberg, Eva
    Göteborgs universitet.
    Hagman, Mats
    Göteborgs universitet.
    Landström, Jan
    Göteborgs universitet.
    Female and male teachers’ pro-environmental behaviour, conceptions and attitudes towards nature and the environment do not differ: Ecofeminism put to the test2015In: Asia-Pacific Forum on Science Learning and Teaching, E-ISSN 1609-4913, Vol. 16, no 1, p. 1-25, article id 3Article in journal (Refereed)
    Abstract [en]

    Abstract Teachers' pro-environmental behaviour, conceptions and attitudes towards nature and the environment were investigated using 47 questions from the BIOHEAD-Citizen questionnaire. The sample included 1,109 pre-and in-service teachers from Sweden and France. Analyses showed only few significant differences between female and male teachers. Forty-one questions were further analysed in terms of ecofeminism. Ecofeminism claims that women and men's conceptions and attitudes towards nature and the ...

  • 17.
    Mc Ewen, Birgitta
    et al.
    Karlstad University, Sweden.
    Clemént, Pierre
    University of Lyon, France.
    Gericke, Niklas
    Karlstad University, Sweden.
    Nyberg, Eva
    University of Gothenburg, Sweden.
    Hagman, Mats
    University of Gothenburg, Sweden.
    Landström, Jan
    University of Gothenburg, Sweden.
    Female and male teachers’ pro-environmental behaviour, conceptions and attitudes towards nature and the environment do not differ: Ecofeminism put to the test2015In: Asia-Pacific Forum on Science Learning and Teaching, E-ISSN 1609-4913, Vol. 16, no 1, p. 1-25, article id 3Article in journal (Refereed)
    Abstract [en]

    Teachers’ pro-environmental behaviour, conceptions and attitudes towards nature and the environment were investigated using 47 questions from the BIOHEAD-Citizen questionnaire. The sample included 1,109 pre- and in-service teachers from Sweden and France. Analyses showed only few significant differences between female and male teachers. Forty-one questions were further analysed in terms of ecofeminism. Ecofeminism claims that women and men’s conceptions and attitudes towards nature and the environment differ, in the sense that women show higher awareness of environmental issues than men. Our study finds quite poor support for this claim and therefore challenges ecofeminism. This may have implications for environmental education and the perspectives of sustainable development at schools, as our results indicate that there is no reason to fear that male teachers are less engaged with environmental education than female teachers.

  • 18.
    Rundgren, Carl-Johan
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Chang Rundgren, Shu-Nu
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Aiming for responsible and competent citizenship through teacher professional development on teaching socioscientific inquiry-based learning (SSIBL)2018In: Asia-Pacific Forum on Science Learning and Teaching, E-ISSN 1609-4913, Vol. 19, no 2, article id 2Article in journal (Refereed)
    Abstract [en]

    In order to achieve the goal of scientific literacy for responsible citizenship, the importance of developing students' socioscientific inquiry-based learning (SSIBL) has been recognised by an EU FP7 project, PARRISE, including the essential notions of responsible research and innovation (RRI), and citizenship education (CE). The study aims to investigate pre-service primary science teachers' confidence in and need for further education on teaching SSIBL as well as their reflections -in and -on a three-step model SSIBL activity. Both quantitative and qualitative methods were applied in the study. Quantitative methods were applied to collect data from the 76 participating pre-service primary science teachers in Sweden; participants' confidence and need for SSIBL teaching was investigated via a Likert scale questionnaire. The qualitative descriptive analysis method was used to explore participants' reflection-on-action regarding the three-step SSIBL activity and the SSIBL framework. Thematic analyses were applied to analyse the participants' reflection-in-action concerning the design of the three-step SSIBL activity with three aspects of PCK. The results showed that the pre-service teachers had confidence in SSIBL, but still needed further education on SSIBL teaching. The outcomes of the study suggest that developing teachers' SSIBL teaching competence is important and needed from both of the researchers' points of view and the participating teachers' feedback.

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    fulltext
  • 19.
    Rundgren, Carl-Johan
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hirsch, Richard
    Linköping University, Department of Culture and Communication. Linköping University, Faculty of Arts and Sciences.
    Tibell, Lena A.E.
    Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). Linköping University, The Institute of Technology.
    Death of Metaphors in Life Science?: A study of upper secondary and tertiary students' use of metaphors and help-words in their meaning-making of scientific content.2009In: Asia-Pacific Forum on Science Learning and Teaching, E-ISSN 1609-4913, Vol. 10, no 3, p. Article 3-Article in journal (Refereed)
    Abstract [en]

    The study reported in this article investigated the use of metaphors by upper secondary and tertiary students while learning a specific content area in molecular life science, protein function. Terms and expressions in science can be used in such precise and general senses that they are totally dissociated from their metaphoric origins. Beginners in a scientific field, however, lack the experience of using a term of metaphorical origin in its domain-specific precise and general sense, and may therefore be more cognitively affected than the expert by the underlying metaphor. The study shows that beginners in the field of molecular life science use spontaneous metaphors and metaphors used in teaching in a way that demonstrates that they have difficulty using the proper scientific terminology. The results of this study indicate, among other things, that difficulties in science education may, to a large degree, be connected with problems of communicating the generality and precision of scientific terms and metaphors used in science. The article ends with a suggestion as how to enable students to move from general and vague metaphoric uses of scientific terms toward a more general and precise usage.

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