Biologilæreres kryssing av kulturgrenser – fra en naturvitenskapelig kultur til en skolekultur
The aim of this article is to understand biology teachers’ challenges with laboratory work in the light of tensions between the different cultures, or discourses, in biology teacher education. The data material in this study consists of a survey with 314 responses from biology teachers as well as a...
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University of Oslo
2020-02-01
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Series: | Nordina: Nordic Studies in Science Education |
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doaj-3bd8b8c683f84ea9887429fa452a29822020-11-25T03:06:50ZdanUniversity of OsloNordina: Nordic Studies in Science Education1504-45561894-12572020-02-0116110.5617/nordina.6518Biologilæreres kryssing av kulturgrenser – fra en naturvitenskapelig kultur til en skolekulturMari Sjøberg0Tone Fredsvik Gregers1Marianne Ødegaard2Kristin Glørstad Tsigaridas3University of OsloUniversity of OsloUniversity of OsloUniversity of Oslo The aim of this article is to understand biology teachers’ challenges with laboratory work in the light of tensions between the different cultures, or discourses, in biology teacher education. The data material in this study consists of a survey with 314 responses from biology teachers as well as a group interview. Our findings suggest that teachers struggle to transform the knowledge and experience from their pure biology education into their practice in the laboratory. Concepts from a scientific discourse, such as ‘hypothesis’ and ‘report’, are therefore integrated into traditional teacher-directed laboratory tasks where the results are given in advance. We argue that this contributes to a misleading image of science. One of the major challenges for teachers, we argue, is to design appropriate contexts for addressing aspects of nature of science in the laboratory. However, many biology teachers report that they lack knowledge about teaching methods in the laboratory. https://journals.uio.no/nordina/article/view/6518 |
collection |
DOAJ |
language |
Danish |
format |
Article |
sources |
DOAJ |
author |
Mari Sjøberg Tone Fredsvik Gregers Marianne Ødegaard Kristin Glørstad Tsigaridas |
spellingShingle |
Mari Sjøberg Tone Fredsvik Gregers Marianne Ødegaard Kristin Glørstad Tsigaridas Biologilæreres kryssing av kulturgrenser – fra en naturvitenskapelig kultur til en skolekultur Nordina: Nordic Studies in Science Education |
author_facet |
Mari Sjøberg Tone Fredsvik Gregers Marianne Ødegaard Kristin Glørstad Tsigaridas |
author_sort |
Mari Sjøberg |
title |
Biologilæreres kryssing av kulturgrenser – fra en naturvitenskapelig kultur til en skolekultur |
title_short |
Biologilæreres kryssing av kulturgrenser – fra en naturvitenskapelig kultur til en skolekultur |
title_full |
Biologilæreres kryssing av kulturgrenser – fra en naturvitenskapelig kultur til en skolekultur |
title_fullStr |
Biologilæreres kryssing av kulturgrenser – fra en naturvitenskapelig kultur til en skolekultur |
title_full_unstemmed |
Biologilæreres kryssing av kulturgrenser – fra en naturvitenskapelig kultur til en skolekultur |
title_sort |
biologilæreres kryssing av kulturgrenser – fra en naturvitenskapelig kultur til en skolekultur |
publisher |
University of Oslo |
series |
Nordina: Nordic Studies in Science Education |
issn |
1504-4556 1894-1257 |
publishDate |
2020-02-01 |
description |
The aim of this article is to understand biology teachers’ challenges with laboratory work in the light of tensions between the different cultures, or discourses, in biology teacher education. The data material in this study consists of a survey with 314 responses from biology teachers as well as a group interview. Our findings suggest that teachers struggle to transform the knowledge and experience from their pure biology education into their practice in the laboratory. Concepts from a scientific discourse, such as ‘hypothesis’ and ‘report’, are therefore integrated into traditional teacher-directed laboratory tasks where the results are given in advance. We argue that this contributes to a misleading image of science. One of the major challenges for teachers, we argue, is to design appropriate contexts for addressing aspects of nature of science in the laboratory. However, many biology teachers report that they lack knowledge about teaching methods in the laboratory.
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url |
https://journals.uio.no/nordina/article/view/6518 |
work_keys_str_mv |
AT marisjøberg biologilærereskryssingavkulturgrenserfraennaturvitenskapeligkulturtilenskolekultur AT tonefredsvikgregers biologilærereskryssingavkulturgrenserfraennaturvitenskapeligkulturtilenskolekultur AT marianneødegaard biologilærereskryssingavkulturgrenserfraennaturvitenskapeligkulturtilenskolekultur AT kristinglørstadtsigaridas biologilærereskryssingavkulturgrenserfraennaturvitenskapeligkulturtilenskolekultur |
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1724672071797047296 |