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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.
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.