Från implicit till explicit – didaktiska modeller som verktyg för att utmana selektiva traditioner rörande undersökande arbete

This study aims to illustrate how didactic models in science education can help in-service teachers to challenge selective traditions in a constructive way. The study was based on a teacher professional development program on inquiry-based science teaching in lower secondary school. Three didactic m...

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Main Authors: Torodd Lunde, Michal Drechsler, Niklas Gericke
Format: Article
Language:Danish
Published: University of Oslo 2020-08-01
Series:Nordina: Nordic Studies in Science Education
Online Access:https://journals.uio.no/nordina/article/view/7280
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author Torodd Lunde
Michal Drechsler
Niklas Gericke
author_facet Torodd Lunde
Michal Drechsler
Niklas Gericke
author_sort Torodd Lunde
collection DOAJ
description This study aims to illustrate how didactic models in science education can help in-service teachers to challenge selective traditions in a constructive way. The study was based on a teacher professional development program on inquiry-based science teaching in lower secondary school. Three didactic models were used in both lectures and group reflections to initiate reflections on different ways of interpreting the aims and content associated with inquiry-based science teaching and the consequences of these interpretations. Data was collected from a group of four teachers and consists of written documentation, recordings of group reflections and a group interview. The study shows that the three didactic models helped to make different ideas and underlying assumptions visible and that the teachers could reflect on their meaning and interpretations in a constructive way. Subsequently, the teachers could explicitly separate different ways to interpret the ideas associated with inquiry-based science teacher and make more conscious didactic choices as a result. The study shows that it can be fruitful to provide teachers with reflection tools in the form of didactic models to avoid that ideas introduced in continuing education are selectively adapted to current teaching without critical reflection.
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spelling doaj.art-7592e4cd1e674361b3c2dff14e35c9792022-12-22T03:14:23ZdanUniversity of OsloNordina: Nordic Studies in Science Education1504-45561894-12572020-08-0116210.5617/nordina.7280Från implicit till explicit – didaktiska modeller som verktyg för att utmana selektiva traditioner rörande undersökande arbeteTorodd Lunde0Michal Drechsler1Niklas GerickeKarlstad UniversitydoktorThis study aims to illustrate how didactic models in science education can help in-service teachers to challenge selective traditions in a constructive way. The study was based on a teacher professional development program on inquiry-based science teaching in lower secondary school. Three didactic models were used in both lectures and group reflections to initiate reflections on different ways of interpreting the aims and content associated with inquiry-based science teaching and the consequences of these interpretations. Data was collected from a group of four teachers and consists of written documentation, recordings of group reflections and a group interview. The study shows that the three didactic models helped to make different ideas and underlying assumptions visible and that the teachers could reflect on their meaning and interpretations in a constructive way. Subsequently, the teachers could explicitly separate different ways to interpret the ideas associated with inquiry-based science teacher and make more conscious didactic choices as a result. The study shows that it can be fruitful to provide teachers with reflection tools in the form of didactic models to avoid that ideas introduced in continuing education are selectively adapted to current teaching without critical reflection.https://journals.uio.no/nordina/article/view/7280
spellingShingle Torodd Lunde
Michal Drechsler
Niklas Gericke
Från implicit till explicit – didaktiska modeller som verktyg för att utmana selektiva traditioner rörande undersökande arbete
Nordina: Nordic Studies in Science Education
title Från implicit till explicit – didaktiska modeller som verktyg för att utmana selektiva traditioner rörande undersökande arbete
title_full Från implicit till explicit – didaktiska modeller som verktyg för att utmana selektiva traditioner rörande undersökande arbete
title_fullStr Från implicit till explicit – didaktiska modeller som verktyg för att utmana selektiva traditioner rörande undersökande arbete
title_full_unstemmed Från implicit till explicit – didaktiska modeller som verktyg för att utmana selektiva traditioner rörande undersökande arbete
title_short Från implicit till explicit – didaktiska modeller som verktyg för att utmana selektiva traditioner rörande undersökande arbete
title_sort fran implicit till explicit didaktiska modeller som verktyg for att utmana selektiva traditioner rorande undersokande arbete
url https://journals.uio.no/nordina/article/view/7280
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