Tension Between Visions of Science Education

Haglund, Jesper; Hultén, Magnus

doi:10.1007/s11191-017-9895-1

Cited by 15 publications

(13 citation statements)

References 29 publications

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“…Thus approaches that focus on Vision II have been established in many curriculum projects internationally. Haglund and Hultén (2017) draw attention to the tensions between Roberts' Visions in the Swedish context, as though Vision II has gained importance in the curriculum (Skolverket, 2011), it is in competition with the established science content of Vision I.…”

Section: Introductionmentioning

confidence: 99%

Learning democratic participation? Meaning-making in discussion of socioscientific issues in science education

Ottander

Simon

2021

International Journal of Science Education

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Learning democratic participation as future citizens is an important goal for science education for all students. To take part in debates and decision-making involving socioscientific issues, such as sustainability, students need to become aware of different positions and dilemmas regarding such issues. This study seeks to understand how democratic participation is constructed by 45 student participants aged 16 years, for whom science is not the main course of study. Students worked in small groups on tasks that involved discussion of two different socioscientific issues. The analysis of student discourse used a theoretical perspective from discursive psychology, and shows how students deal with ideological dilemmas and resolve different positions within their discussions. Five 'interpretative repertoires' were identified from student talk illustrating the dilemmas occurring in the specific SSIs and also the function of science within the discussion. Through identifying interpretative repertoires used by the students, the stances they take and the function of science in their discussions, the study sheds light on how democratic participation can be learnt in a science education context.

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Section: Introductionmentioning

confidence: 99%

Learning democratic participation? Meaning-making in discussion of socioscientific issues in science education

Ottander

Simon

2021

International Journal of Science Education

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“…Nevertheless, a vision I versus a vision II division is not necessarily recognised as being clear-cut. In fact, Haglund and Hultén [28] have critiqued such a vision for leaving less room for perceiving science education playing a wider role in societal development. Various perceptions of vision III have been put forward, seeing this as:…”

Section: Trends In Visions Of Science Educationmentioning

confidence: 99%

“…"sustainability, influencing choices with which we are confronted, requiring action at personal and societal levels" [28] (p. 327). Furthermore, the "education through science" approach seeks to meet the need for science education to play a wider role in empowering learners to actively and collectively engage in resolving scientifically embedded, social concerns.…”

Section: Science Through Education Education Through Sciencementioning

confidence: 99%

A Future Trend for Science Education: A Constructivism-Humanism Approach to Trans-Contextualisation

2022

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Today’s society faces new challenges, especially related to sustainability, in which the role of science within society is becoming increasingly important. This study seeks to re-examine the focus of school science/STEM education in light of increasing societal challenges by introducing a trans-contextualisation component within science education so as to go beyond the classroom and seek to impact the societal setting. In so doing, this study, through a constructivism-humanism approach, develops a theoretical 4-phase model by adding a trans-contextualisation learning phase to a literature-supported 3-stage science education teaching model. This enhanced model is put forward to enable science education to play a stronger role in impacting societal development towards building an active informed citizenry, enabling society to reflect on potential ways to meet its needs in moving towards a sustainable future. The study seeks science educator views familiar with the 3-stage teaching approach on the enhanced 4-phase model in terms of its value, feasibility and potential constraints. Such views are shown to be positive and aligned with the generally supportive views of teachers identified in a prior study.

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“…Various visions have been put forth regarding the overarching purpose and intended learners of school science teaching (see e.g., Haglund & Hultén, ; Roberts, ; Sjöström & Eilks, ). In the discussion over purposes, nature of science (NOS) has increasingly been emphasized as an important element in science education.…”

Section: Introductionmentioning

confidence: 99%

“…Still, the research literature has been able to distinguish certain features of school science that can be seen in policy and practice. Commonly, different science traditions have been discussed as Visions I and II (Roberts, ) and recently Vision III (Haglund & Hultén, ; Sjöström & Eilks, ). Further, Zacharia and Barton () have broadly categorized school science traditions as traditional, progressive , and critical .…”

Section: Introductionmentioning

confidence: 99%

The mangle of school science practice: Teachers’ negotiations of two nature of science activities at different levels of contextualization

2019

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Nature of science (NOS) has increasingly been emphasized as an important element in science education. This paper engages in the question of how teachers negotiate different approaches to and contexts for NOS teaching. This exploratory study is part of a three-year longitudinal project where six in-service teachers developed and negotiated their NOS-teaching practices. Pickering's (1995) theory of the mangle of practice is used for the analysis of teachers' focus-group discussions. In a mangled practice, school science traditions, policy documents, and students' and teachers' expectations and identities are rubbed against each other. As part of the project teachers planned, implemented, and reflected on two NOS activities at different levels of contextualization. The concepts alignment, resistance, and accommodation are used as an analytical tool to understand the processes of the mangle in relation to teachers' negotiations concerning the two activities during the focus groups. The results of the mangle are presented in relation to a backdrop of three teaching traditions (facts, lab-work, and discussions) that the teachers' claim to depart from. The results show how the alignment and resistance of different components of the mangle lead to various accommodations as regards both the activities and the three traditions. The article concludes by discussing how the teachers' negotiations highlight what becomes possible and what becomes challenging when NOS meets existing traditions, and what this means in respect of possibilities for NOS learning. K E Y W O R D S in-service teachers, levels of contextualization, nature of science, science teaching traditions, the mangle of practice learning of science concepts (

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Tension Between Visions of Science Education

Cited by 15 publications

References 29 publications

Learning democratic participation? Meaning-making in discussion of socioscientific issues in science education

Learning democratic participation? Meaning-making in discussion of socioscientific issues in science education

A Future Trend for Science Education: A Constructivism-Humanism Approach to Trans-Contextualisation

The mangle of school science practice: Teachers’ negotiations of two nature of science activities at different levels of contextualization

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