Information for students, faculty and staff regarding COVID-19. (Updated: 26 May 2020)

Skip to content
printicon
Staff photo Jenny Sullivan Hellgren

Jenny Sullivan Hellgren

Researcher and teacher in science education. My aim is that science education is accessible and meaningful to all students and plays a role in the creation of a sustainable society.

Contact

Works at

Affiliation
Location
Naturvetarhuset, huskropp A, plan 5, Johan Bures väg 16 Umeå universitet, 901 87 Umeå
Affiliation
Affiliated as research fellow at Umeå Mathematics Education Research Centre (UMERC)

Researcher and teacher in science education. My aim is that science education is accessible and meaningful to all students and plays a role in the creation of a sustainable society. This aim informs my research that asks how we can develop our knowledge about school teachers' views about science education based on socio-scientific issues (SSI), and how these views relate to their choices, values, and classroom practices.

This research is linked to the Swedish National Agency for Education's in-service teacher professional development programme in science and technology education, and specifically to the part relating to SSI in science education for upper secondary school. When working with SSI, the central goals are students' development of competences such as communication, argumentation, critical review, understanding of different perspectives and action competence. For teachers, a focus on students' development of these competences and teaching through SSI can be challenging and require new ways of thinking. For example, factual knowledge can gain new roles in the teaching and the forms of assessment grading may need to be altered. Through collegial learning, teachers can discuss their own and their students' learning. These collegial discussions are, together with teacher interviews, the basis for the research to better understand teachers' views on science education through SSI, and the effects their views have on their choices, values and classroom practices.

This research is part of the project "Teacher Professional Development (TPD) of inquiry-based science education of socio-scientific issues (SSIBL) and how it affects teaching and students' development of scientific literacy".

A central part of SSI education is students' development competences to argue and take a position in issues connected to areas such as environment, energy or health. Argumentation is a competence that teachers perceive as difficult to support the students in developing. In order to better understand how students' encounter argumentation, I participate in the project "Connections between different types of argumentation and students' understanding of mathematical explanations" in a study that compared argumentation in textbooks in biology, chemistry and mathematics.

Another part of my research follows students and teachers who participate in "Help a Scientist", a set of collaboration projects between the Nobel Museum, various research groups and secondary-school classes. In 2011, I participated in the collaboration project "The Medicine Hunt". The studies connected to the Medicine Hunt focused on students' motivation, experiences and engagement as they met relevant and authentic science and worked with methods used by professional scientists. These studies resulted in the doctoral dissertation "Students as Scientists: a study of motivation in the science classroom". I am currently working with the project the Spider Hunt, the 2018 collaboration project. My research connected to the Spider Hunt focuses on teachers' views of teaching authentic science and methods used by professional scientists, and how the teachers' views relate to their choices, values and classroom practices.

In sum, the focus of my research is to support the development of science education to improve its accessibility and meaningfulness for all students. School science should work towards a sustainable society by providing skills and knowledge necessary for students to make future decisions and act on individual as well as at societal level.

I am a qualified secondary school teacher in chemistry, biology and sustainable society with PhDs in Pedagogical work (Umeå University 2016) and Plant Physiology (Swedish University of Agricultural Sciences 2003). Within my current position I do 50% research and 50% teaching. In teaching I contribute both to teaching in science studies, and supervision of degree projects. I am a member of the editorial board of the journal Research in Science & Technological Education.

2019
Bridging Research and Practice in Science Education, Springer 2019 : 107-122
Hellgren, Jenny M.
2019
NorDiNa: Nordic Studies in Science Education, Oslo University 2019, Vol. 15, (3) : 299-312
Hellgren, Jenny Maria
2017
ESERA 2017, 12th Conference of the European Science Education Research Association
Sullivan Hellgren, Jenny
2017
NFSUN, Nordic Research Symposium on Science Education 2017
Sullivan Hellgren, Jenny
2017
NFSUN 2017, Nordic Research Symposium on Science Education, Norwegian University of Science and Technology (NTNU), Trondheim, Norway, 6-9 June 2017
Sullivan Hellgren, Jenny; Bergqvist, Ewa; Österholm, Magnus
2017
Research in Science & Technological Education, Abingdon: Taylor & Francis 2017, Vol. 35, (4) : 409-426
Sullivan Hellgren, Jenny; Lindberg, Stina
2016
Doktorsavhandlingar i pedagogiskt arbete, 65
Hellgren, Jenny Maria
2016
Narratives of doctoral studies in science education: making the transition from educational practitioner to researcher, Routledge 2016 : 56-67
Sullivan Hellgren, Jenny
2015
11th Conference of the European Science Education Research Association (ESERA 2015),31 aug - 4 sept 2015, Helsinki, Finland
Sullivan Hellgren, Jenny
2014
Nordic Research Symposium on Science Education (NFSUN): Inquiry-Based Science Education in Technology-Rich Environments, 4th – 6th June 2014, Helsinki, Finland
Hellgren, Jenny M
2014
Nordic Research Symposium on Science Education (NFSUN): Inquiry-Based Science Education in Technology-Rich Environments, 4th – 6th June 2014, Helsinki, Finland
Hellgren, Jenny M; Stewart, Kirsty; Sullivan, Kirk PH
2014
European Journal of Psychology of Education, Springer 2014, Vol. 29, (4) : 673-691
Winberg, Mikael T.; Hellgren, Jenny M.; Palm, Torulf
2010
Nationellt centrum för matematikutveckling 2010
Palm, Torulf; Sullivan Hellgren, Jenny; Winberg, Mikael
2004
Plant Physiology, ASPB Publications 2004, Vol. 135, (1) : 212-220
Hellgren, Jenny M; Olofsson, Kjell; Sundberg, Björn
2003
The Plant Journal, Blackwell Publishing 2003, Vol. 34, (3) : 339-349
Andersson-Gunnerås, Sara; Hellgren, Jenny M; Björklund, Simon; et al.
2003
Acta Universitatis Agriculturae Sueciae Silvestria, 268
Hellgren, Jenny Maria