How to bring the subject closer to the student
| dc.contributor.author | Svensson, Kalle | |
| dc.contributor.department | Chalmers tekniska högskola / Institutionen för matematiska vetenskaper | sv |
| dc.contributor.examiner | Gerlee, Philip | |
| dc.contributor.supervisor | Adawi, Tom | |
| dc.contributor.supervisor | Ask, Eva | |
| dc.date.accessioned | 2024-06-11T08:32:34Z | |
| dc.date.available | 2024-06-11T08:32:34Z | |
| dc.date.issued | 2024 | |
| dc.date.submitted | ||
| dc.description.abstract | The 2019 TIMSS survey showed that a large share of Swedish year 8 students have negative attitudes towards science. Skolverket suggests that this could be coun- teracted by the use of a scientific literacy perspective in instruction, a perspective stating that general science education should educate students for everyday life rather than specific scientific careers. Surveys have shown that this is a perspective that few teachers seem to embrace fully. Other sources suggest that demonstration and laboratory work could be used to improve student attitudes towards science. This thesis develops a guide aimed towards science teachers, that guides in scientific literacy and its application, and argues for, and encourages the use of, demonstra- tions and experiments to improve student attitudes towards science. The use of scientific literacy as a basis for instruction is argued for from the perspectives of the current curriculum Gy11, science use in everyday life, democratic values, cognitive theories for learning and instruction, and the interest and motivation of students. The guide encourages connecting science to relevant societal concepts and popu- lar culture where science is an integral part. Possible connections are exemplified through the subject of radiation in the course Physics 1a. The guide promotes a scientific literacy perspective in science education and is hoped to lay the ground- work for improved student attitudes towards science. Additionally, the scientific literacy approach is argued to ease understanding, aid retention, and help students understand the world they inhabit. From an ethical perspective, this approach has an inherent benefit to students’ ability to understand societal questions, and in turn their ability to participate in democratic decisions as well-informed citizens. | |
| dc.identifier.coursecode | CLSX35 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.12380/307756 | |
| dc.language.iso | eng | |
| dc.setspec.uppsok | PhysicsChemistryMaths | |
| dc.subject | scientific literacy, visions, demonstration, teacher guide, radiation, societal connections | |
| dc.title | How to bring the subject closer to the student | |
| dc.type.degree | Examensarbete för masterexamen | sv |
| dc.type.degree | Master's Thesis | en |
| dc.type.uppsok | H | |
| local.programme | Learning and leadership (MPLOL), MSc |