Search

This case study aimed to investigate teachers' reflections on the transfer of makerspace activities into classrooms. Primary and secondary STEM teachers participated in a Continuous Professional Development programme about makerspaces. Data were collected in the form of written reflections and semi-structured interviews after the teachers conducted makerspace activities in their classes. A thematic approach was used for data analysis. The results showed that teachers identified possibilities: "Connections to learning objectives in STEM subjects"; "Motivating and engaging students"; "Stimulating collaboration"; "Stimulating creativity"; and challenges: "Problem of assessment"; "Lack of digital competence"; "Lack of high-tech equipment." However, the teachers did not reflect upon the cultural, ontological, and epistemological differences between makerspaces and formal schooling. Thus, we argue that it is difficult 'to eat the cake and have it too', i.e. to fully reconcile both the maker-culture and demands of formal schooling. Rather, we suggest three ways to connect makerspace culture with formal education.

Research has revealed that teachers find teaching and assessing socioscientific argumentation (SSA) to be challenging. In this study, ten pre-service science teachers (PSTs) tested a new Practical Assessment of Socioscientific Argumentation Model (PASM) that was developed to enhance skills in assessing SSA. The models' design is based on the Teacher oriented Assessment Framework. Here, we present the characteristics of PASM and examine how PSTs perceive that the use of PASM effects competences in assessing SSA. PASM is divided into multiple phases and requires PSTs to perform three roles: arguing for and against a given socioscientific issue, and assessing other PSTs' argumentation. It also includes group discussion and individual reflection phases. Two cycles of the model were performed, focusing on different issues (GMOs and nuclear power). Data were collected in the form of audio-recordings of group discussions, field notes from whole class discussions and the PSTs' written individual reflections. Thematic data analysis revealed that the PSTs discussed and reflected on four main themes: the focus of the assessment, the tools in PASM, the nature of PASM, and coping strategies. The nature of PASM, with iterative cycles and repeated reflections, expanded their views on assessing this kind of argumentation, making PSTs aware of quality criteria that should be included in assessment of SSA. We conclude that it is important to include training on assessing SSA in teacher education and that PASM could be a valuable tool for this purpose.

In earlier studies, it has been argued that drama has the potential to stimulate learning in science. However, it is not widely used, one reason being that science teachers are not familiar with this instructional strategy. In this study, it was investigated how pre-service teachers in science developed dramas related to content in a biology course. The research question included how the pre-service teachers reflected on drama as an instructional strategy to stimulate conceptual understanding about cells and cell processes, both for themselves and for their future students. Ten pre-service teachers participated, all in their first year of studies to become teachers at secondary school. Data were collected in the form of student reports and video-recordings, showing the dramas they had created served as complements confirming the reports. The reports were analysed based on the tool Content Representations. The results showed that despite the fact that the pre-service teachers previously had never experienced drama in their science education, and that they identified critical aspects of using drama in science, they were positive about using drama in science education. Some of the pre-service teachers also argued that the use of drama helped them in their own understanding of cell processes.

"A third space" can be unlocked through collaborative efforts between out-of-school organisations (like museums) and schools. By bridging museum and school contexts, blurring boundaries between disciplines and shifting between multiple perspectives on a subject, a "third space," can contribute to meaningful science education. However, resources that support collaboration between museum educators and teachers are required. The educational design of a "third space" between museums and schools can enable "an experience" informed by context-based, interdisciplinary, and value-centred teaching strategies. This study conceptualises and validates the "Alma-Löv-Programme" ("ALP"), a museum resource designed to support students' interdisciplinary, and value-centred learning in a "third space." It applies an art-based teaching strategy that encourages student groups to address science issues depicted by contemporary art. Comparison of the "Alma-Löv-Programme" design guidelines to the design instantiations of the established "Framework for Museum Practice" showed that they are largely consistent. However, noted distinctions indicate several factors that may be important for preparation and exploration of a "third space." The findings can inform the design of activities and programmes by educators in the out-of-school sector.

Background: Previous studies have investigated effects of out-of-school STEM activities aimed at stimulating children's interest in science with positive results. However, research has not discussed the reasons why such activities are successful. Purpose: In this study, we address this gap by investigating which factors children themselves identified as interesting when they visited events at an out-of-school activity named The Children's University. Sample: Children aged 8-12 participated in the study. Altogether, there were 353 children involved in the data collection. Design and methods: A mixed method design was used, including a questionnaire and semi-structured interviews in which children's self-reported experiences were collected. Likert scale questions in the questionnaire were analysed based on descriptive statistics. The open-ended questions and data from the interviews were categorized by content analysis and analytically interpreted through 'the Ecological framework for understanding learning across places and pursuits'. Results: The children were positive about their visit, and these utterances could mainly be related to the development of the individuals' interest and knowledge according to the Ecological framework. We identified two new factors influencing student's interest in STEM in out-of-school activities: appreciating the spectacular and learning; verifying two factors of importance previously suggested in the literature: appreciating the content and the learning environment. Conclusions: The study highlights the specific factors the children actually appreciated from their visits to out-of-school activities, which could be of interest for stakeholders arranging different kinds of STEM events promoting informal learning. The content in the activities is important as well as spectacular features. To have the opportunity to learn something new in an environment that is conducive to learning is also of importance for children.

Background: There is a shortage of people in the STEM sector, and it has been argued that more needs to be done, especially to attract girls. Furthermore, there is a need to develop twenty-first-century skills. No studies seem to have explored the combination of activities in makerspaces and the use of drama to stimulate interest in STEM and development of 21st century skills. Purpose: This study focused on a project with a unique combination of makerspace activities and the use of drama. The research questions investigated the outcomes that could be identified from combining drama and activities in a makerspace, with regard to the development of interest in STEM and twenty-first-century skills. Sample: Ten girls aged 7-11 years participated. A project leader, a drama teacher and three female engineering students supported the activities. Design and methods: The project lasted 3 months. Data were collected in the form of interviews and observations with video-recordings and field-notes, as well as documentation of props made by the girls. Analyses were conducted using thematic coding and discussed through the lens of Activity Theory. Results: The results showed that some of the girls developed an interest in science and technology. The girls also developed twenty-first-century skills, in terms of creativity, problem-solving and cooperation. Conclusions: Positive outcomes were found in this project, blending drama and making in a makerspace learning environment. Future studies could investigate how other skills and knowledge in different STEM subjects can be developed in similar projects.

Background: Although science and technology are viewed as closely related subjects, they are rarely combined in preschools. Purpose: This article investigates preschool teachers' perspectives on integrating digital tools when teaching science, asking how and why they use digital tools, and examining the affordances they experience and obstacles they encounter when incorporating digital tools. Sample: Eighteen Swedish preschool teachers volunteered to participate in the study. Design and method: Data were collected through group interviews and analyzed using a thematic approach, together with the Technological Pedagogical Content Knowledge (TPACK) framework, to obtain a more detailed picture of the teachers' experiences. Results: Most of the participants were positive about using digital tools when teaching children science, and they emphasized the need for training on how to use the tools themselves. The preschool teachers viewed digital tools as good complements to other tools when teaching science and to find information about science facts. Moreover, there were generic reasons for using digital tools, such as to stimulate critical reflections among the children, to document activities and to create stimulating learning environments. However, one group of preschool teachers struggled with integrating digital tools when teaching science. Discussion: Digitalization in preschools and the rest of society is developing. The preschool teachers found possibilities and challenges in using digital tools when teaching children science. Still, future studies are needed to investigate how this will develop. In addition to the results, we found that TPACK served as a useful framework for analyzing and discussing our results. Therefore, we recommend TPACK when analyzing and discussing the use of digital tools in future preschool studies. [ABSTRACT FROM AUTHOR]

The aim of this case study was to investigate what happens in science classrooms when teaching is almost entirely based on the use of digital technology. Two secondary school science teachers participated, together with their seventh grade classes. Data were collected through eight observation sessions (altogether about 9.5 h) and 9 h of interviews with the teachers. For analysis, a modified version of the Technological Pedagogical and Content Knowledge framework was used. The results showed the science teachers' general approach in the classroom and revealed that they were self-confident in using digital technology, and utilised predetermined digital study material and, when it was felt necessary, supplemental materials. The teachers were positive about using digital technology since they thought it motivated their students and made assessment easier. The teachers claimed that digital technology had improved their teaching, providing more breadth because of access to varied digital tools; teaching had also become more individualised. Few differences were identified between different lessons, whether in physics, chemistry or biology, and unfortunately the identified relationship between the use of digital technology and content knowledge was limited. The teachers also reflected on the challenges they faced, especially in supporting low-achieving students and effectively using inquiry-based teaching through digital technology. Despite some acknowledged limitations, the study enhances our knowledge about how the Technological Pedagogical Content Knowledge framework can be used as an analytical tool in authentic teaching, with specific contexts and, above all, when education is largely based on the comprehensive use of digital technology rather than its occasional integration.

In this study children's learning of the concept, stability, during some building activities were investigated. It was also examined how a story can create meaning, having the children build for some animals in the story. Two preschool teachers and 10 children participated. Data consisted of video-recordings from activities with the children and was analysed through thematic coding. The findings showed that the children enjoyed to build and showed an understanding of how to build stable constructions, however without using the word stable. There were connections to the story and new stories were also made by the children during building activities.

In recent years, the curricula reforms at the levels of preschool and primary school in Sweden have caused new demands on the teachers. In particular, numerous teachers lack the educational training in science subjects. Therefore, this study aims to investigate teachers' self-efficacy and needs in relation to science teaching. A total of 71 teachers, divided into three groups of preschool, 1-3 grades and 4-6 grades, were invited to join this pilot study. From the EU FP7 project, PROFILES, a Likert scale questionnaire (with scores from 1 to 3 to represent "strongly disagree," "agree" to "strongly agree," and "I don't know" was scored 0) was used and revised for the data collection in this pilot study. The results showed that the participating teachers had relatively high self-efficacy and no significant differences were found among the three groups of teachers. However, even though the teachers had high self-efficacy, the needs of further education were expressed by the teachers to a large extent. In particular, the group of preschool teachers addressed the need for more content knowledge (CK) in physics and chemistry (>41%). In terms of the groups of 1-3 and 4-6 grades teachers, the needs relating to scientific literacy were revealed, with a focus on engaging students in socio-scientific problems (52%, 56%) and assessment (44%, 61%). The implication of this study is discussed in the hope to contribute to teachers' professional development for both pre- and in-service teachers in science education.

Earlier studies have discussed the usefulness of storytelling and hands-on activities when teaching young children science. However, few studies have investigated the use of the two methods in combination. This study reports on five pre-school teachers' experience of combining storytelling and hands-on activities in teaching science and their perceived effects of the combination. Interviews with the teachers and a supplementary observation served as the data material, which was transformed into narratives and member-checked by the participating teachers. Some found the combination of methods important while others argued that hands-on activities were effective without the use of stories. The teachers' enjoyment in adopting the combinatory method and their appreciation of the stories also made a difference.

Based on a sociocultural perspective, this study explores the outcome of using a model that combines storytelling and drama to teach young children science. The research question is: "How is children's learning affected when using a combination of storytelling and drama to explain a complex scientific concept?" Two preschools and one primary school were visited. Altogether 25 children aged 4-8 years participated. Each group listened to a story about "The Rhinovirus Rita." No pictures were shown during storytelling. After the story was told, a play was performed with the children, telling the same story they just had listened to, and the children also made drawings. At a second visit to the schools, each child was interviewed individually and their drawings were used to stimulate recall. The results show that many of the children had learnt the names of immune system cells and how they work when someone has a cold. Moreover, they had also learnt that viruses cause colds. There were also a small number of children who did not show any learning development related to this specific content. Still, we argue that the combination of storytelling and drama is an instructional strategy that has positive potential when it comes to teaching children science.

Background: The European Union asks for renewed pedagogies in schools according to teaching strategies and necessary competences for the twenty-first century, instead of the often-used transmissive pedagogies. The national Swedish competition in science and technology for grade eight, The Technology Eight, provides an opportunity for teachers to work with instructional strategies in line with suggested pedagogies. Purpose: To investigate teachers' and principals' reflections on the competition in schools. Sample: Seventeen secondary school teachers and three principals from districts in the south-western part of Sweden participated in the study. All teachers had long experience of the competition, and their classes had reached at least the regional finals during the last year. Design and methods: Semi-structured interviews were recorded, transcribed verbatim, and then analysed using content analysis. Focus was put on why the teachers decided to participate, how the teachers integrated the competition in their education and roles of the principals. Results: There were various reasons for participating in the competition. Teachers reported development of twenty-first-century skills such as better cooperation between the students. They also noticed an increased interest in science and technology and how learning in the subjects was stimulated. Furthermore, the teachers found participation in the competition to be positive for them too. They integrated the competition in ordinary education and gained teaching ideas as well as found connections to the curriculum. Participating in the competition seemed to be a tradition in most of the schools. The principals' role was to facilitate the organisation around the competition and to provide social support. Conclusions: Participation in a school competition was considered as an instructional strategy with several positive outcomes. Use of this strategy can be supported by earlier suggestions to use pedagogies that are opposite to transmissive methods, enhancing students' development of important skills for the future.

Studies have shown that there is a need for pedagogical content knowledge among science teachers. This study investigates two primary teachers and their objectives in choosing inquiry- and context-based instructional strategies as well as the relation between the choice of instructional strategies and the teachers' knowledge about of students' understanding and intended learning outcomes. Content representations created by the teachers and students' experiences of the enacted teaching served as foundations for the teachers' reflections during interviews. Data from the interviews were analyzed in terms of the intended, enacted, and experienced purposes of the teaching and, finally, as the relation between intended, enacted, and experienced purposes. Students' experiences of the teaching were captured through a questionnaire, which was analyzed inductively, using content analysis. The results show that the teachers' intended teaching objectives were that students would learn about water. During the enacted teaching, it seemed as if the inquiry process was in focus and this was also how many of the students experienced the objectives of the activities. There was a gap between the intended and experienced objectives. Hardly any relation was found between the teachers' choice of instructional strategies and their knowledge about students' understanding, with the exception that the teacher who also added drama wanted to support her students' understanding of the states of water.

Inquiry- and context-based teaching strategies have been proven to stimulate and motivate students' interests in learning science. In this study, 12 teachers reflected on these strategies after using them in primary schools. The teachers participated in a continuous professional development (CPD) programme. During the programme, they were also introduced to a teaching model from a European project, where inquiry- and context-based education (IC-BaSE) strategies were fused. The research question related to teachers' reflections on these teaching strategies, and whether they found the model to be useful in primary schools after testing it with their students. Data collection was performed during the CPD programme and consisted of audio-recorded group discussions, individual portfolios and field notes collected by researchers. Results showed that compared with using only one instructional strategy, teachers found the new teaching model to be a useful complement. However, their discussions also showed that they did not reflect on choices of strategies or purposes and aims relating to students' understanding, or the content to be taught. Before the CPD programme, teachers discussed the use of inquiry mainly from the aspect that students enjoy practical work. After the programme, they identified additional reasons for using inquiry and discussed the importance of knowing "why" inquiry is performed. However, to develop teachers' knowledge of instructional strategies as well as purposes for using certain strategies, there is need for further investigations among primary school teachers.

Studies of inquiry- and context-based science education (IC-BaSE) have shown that teachers find these approaches problematic. In this study, 12 primary school teachers' reflections on challenges related to IC-BaSE are explored. The aim of the study was to investigate which challenges primary teachers experience when working with IC-BaSE and how these may be solved. Group discussions and individual portfolios were used for data collection. Content analysis showed that the challenges teachers experienced were mainly practical relating to: how to find contexts, lack of time, handling big classes, students working at different paces, handling materials, and the teachers' need of control. The teachers also presented their own ideas of solutions to the challenges.

Research has indicated that both context- and inquiry-based approaches could increase student interest in learning sciences. This case study aims to present a context- and inquiry-based combined teaching approach, using a three-step teaching model developed by the PROFILES project, and investigates Swedish students' responses to the activity. A Likert scale questionnaire was used for the data collection. The results of a total of 105 15-year-old students showed that, overall, the students were highly positive about this science teaching module.