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Interest is an important affective variable that has been found to be associated with focused attention, higher cognitive functioning, and learning, which makes it an important variable for learning in science. In research on interest and learning this interplay is almost always seen in a unidirectional way where interest is a facilitator for learning. The aim of this chapter is to challenge this unidirectional view in on the role of interest -with special emphasis on feelings -in learning science. We do that by reversing the direction and investigate if learning science can be a facilitator for developing interest. We start with a theoretical outline of interest and feelings connected to this. This will be put in to a context of students' work in upper secondary biology education for an empirical approach to this interplay. The empirical work will provide arguments for the theoretical outline but also qualify the final discussion on the role of interest and the attached emotions, feelings and moods in science education in general on theoretical and practical level and the correspondence with leaning science.

Inquiry-based science education (IBSE) has made a massive entry in science education classes. Students work with their competence development through inquiry. Such an approach calls for new strategies from the teachers to help students learn through inquiry. This study takes a descriptive approach to teachers’ understanding and usage of such strategies. Through classroom observations, video analysis, and teacher interviews, three cases are identified to hold teacher practice against a theoretical framework on scaffolding strategies where focus is on the means and intentions of scaffolding. The findings show that teachers use different scaffolding strategies according to the students’ level of inquiry understanding, and that scaffolding takes place in short sequences, but the findings also show that the teachers themselves are not aware of such differentiated usage of strategies. This calls for a both better understanding of teachers’ usage of scaffolding strategies and for professional development in being aware of how to use such strategies for best practice with students.

Formålet med denne artikel er at se på, hvorledes teknologiforståelse kommer til udtryk som en integreret del af fag både i styredokumenter for forsøgsfagligheden og i praksis gennem et multiple case studie, med fokus på fagene dansk, matematik og natur/teknologi i folkesko-lens mellemtrin. Casestudierne er lavet inden for rammen af et større projekt kaldet Børnene i robotbyen. Hver case indeholder undersøgel-ser af, hvorledes styredokumenter lægger op til arbejdet med teknolo-giforståelse integreret i fagene, og hvilket teknologiforståelsesbegreb der anvendes samt empiriske undersøgelser af, hvorledes dette ser ud i praksis. Resultaterne viser, at der i styredokumenter er en forholds-vis snæver og analytisk tilgang til teknologiforståelse, mens praksis er mere nuanceret. Dette diskuteres i forhold til og på tværs af de enkelte fag.

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