Reflecting on Boundary Crossings between Knowledge and Values:

Abstract

Through a series of practice-based narratives, drawn from specific experiences in a higher-education context in Sweden, the affordances of multimodal objects are reflected upon. In this work, multimodal objects are considered as boundary objects that can facilitate learning conversations, both cognitive and affective. Current work in science education research has highlighted the role that boundary-crossings between knowledge and values offer teaching and learning. The author believes such boundary-crossings to be essential in the current context of prolific species extinction, on a planet in which human-made materials now outweigh the living biomass; a planet in which life, death, self and other are ‘braided vulnerabilities’ across a complex socio-biological landscape. Thus, in these iterative, practice-based reflections on specific teaching moments, this paper offers small steps towards reimagining biology didactics in the ‘post-normal’ conditions of the 21st century. In so doing, possibilities for multimodal objects in contemporary biology didactics are reflected upon and suggested.

Some Issues Concerning the Use of Didactics of Biology

“…At the practical level, research is carried out on the pupil's, student's or teacher's activity related to the use of a particular teaching method or technique. For example, the project method (Kubiatko & Vaculová, 2011), making vignettes (Sanders, 2022), identification of misconceptions and analysis of teaching/ learning materials (Angosto Sanchez & Morcillo Ortega, 2022), developing word associations and exploring outdoor experiences (Schmäing & Grotjohann, 2021). For feedback and professional dialogue, there are workshops organised (Kubiatko & Vaculová, 2011), project work (Machar et al, 2014;Schmäing & Grotjohann, 2021), learning and sharing takes place in the form of different courses (Machar et al, 2014;Sanders, 2022), new methodological materials and learning models (Angosto Sanchez & Morcillo Ortega, 2022), and courses are developed (Machar et al, 2014).…”

“…For example, the project method (Kubiatko & Vaculová, 2011), making vignettes (Sanders, 2022), identification of misconceptions and analysis of teaching/ learning materials (Angosto Sanchez & Morcillo Ortega, 2022), developing word associations and exploring outdoor experiences (Schmäing & Grotjohann, 2021). For feedback and professional dialogue, there are workshops organised (Kubiatko & Vaculová, 2011), project work (Machar et al, 2014;Schmäing & Grotjohann, 2021), learning and sharing takes place in the form of different courses (Machar et al, 2014;Sanders, 2022), new methodological materials and learning models (Angosto Sanchez & Morcillo Ortega, 2022), and courses are developed (Machar et al, 2014). It should be noted that the didactic approach to the acquisition of biology is mostly seen in the context of cross-subject links and projects are usually more interdisciplinary, making links between biology and other science subjects of chemistry, physics and geography, at the same time also including social sciences, as well as environmental and health education.…”

Improving attitudes towards adders (Vipera berus) and nature connectedness in primary‐age group children

“…The increased emphasis on STEAM programmes, where hard scientific messages are moulded with artistic elements to improve science education, is now widely evident (Colucci‐Gray & Burnard, 2020). Such collaborations can help scientists communicate with more diverse audiences more effectively than factual science‐based education alone (Ellison et al, 2018) due to increased emotional resonance (Ballengée, 2015; Curtis et al, 2014; Harrower et al, 2018), leading to both cognitive and affective results (Sanders, 2022). Holistic approaches, which engage not only the ‘head’ but also the ‘hand’ and ‘heart’, may therefore positively change attitudes and behaviours towards conservation and local biodiversity through improving both ecological awareness and nature connectedness (Evans, 2014; Renowden et al, 2022).…”

“…We demonstrated that significant improvements in the perception of the adder (the UK's only venomous snake) among 8-to 11-year-old children was achievable through a species-focussed artscience programme. These interventions also improved measures of the children's general connectedness to nature, as measured via a questionnaire, and provide further support for approaches which blend such techniques in conservation and educational programmes (Renowden et al, 2022;Sanders, 2022). Given the links between nature connectedness as a child and pro-environmental behaviours later in life (Mackay & Schmitt, 2019;Natural England, 2020;Nisbet et al, 2009), local community-scale projects which focus on local keystone species and their habitats are an important conservation tool.…”