Från begrepp till utforskande arbetssätt - Pedagog Stockholm
Från begrepp till utforskande arbetssätt - Pedagog Stockholm
Från begrepp till utforskande arbetssätt - Pedagog Stockholm
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Innehållsförteckning<br />
Sammanfattning............................................................................................................................................6<br />
1. Inledning ...................................................................................................................................................8<br />
1.1. Syfte ............................................................................................................................................................. 8<br />
1.2. Bakgrund...................................................................................................................................................... 8<br />
2. Varför ska barn och ungdomar lära sig naturvetenskap? ............................................................................9<br />
2.1. Naturvetenskapens väsen – Nature of Science.......................................................................................... 10<br />
2.2. Naturvetenskapliga processer – Scientific Inquiry .................................................................................... 11<br />
3. Teoretiska perspektiv ..............................................................................................................................12<br />
3.1. Konstruktivism ........................................................................................................................................... 13<br />
3.1.1. Begreppsförståelse............................................................................................................................. 13<br />
3.1.2 Kritik mot konstruktivismen ................................................................................................................ 14<br />
3.2. Kunskap som en social konstruktion.......................................................................................................... 15<br />
3.3. Sociokulturellt perspektiv........................................................................................................................... 15<br />
3.3.1 Artefakter ............................................................................................................................................ 16<br />
3.3.2. Den proximala utvecklingszonen........................................................................................................ 16<br />
3.4. Pragmatism................................................................................................................................................ 16<br />
3.4.1 Erfarenhet och kontinuitet.................................................................................................................. 17<br />
3.5. Fenomenografi........................................................................................................................................... 17<br />
3.5.1. Variationsteorin.................................................................................................................................. 18<br />
4. Aspekter av betydelse för lärande och undervisning i NO‐ämnena ...........................................................18<br />
4.1. Språkets betydelse ..................................................................................................................................... 18<br />
4.1.1. Språkbruk ........................................................................................................................................... 18<br />
4.1.2. Metaforer ........................................................................................................................................... 19<br />
4.1.3. Språkutveckling .................................................................................................................................. 19<br />
4.2. Estetik och naturvetenskap........................................................................................................................ 20<br />
4.2.1. Estetiska värdeomdömen................................................................................................................... 21<br />
4.2.2. Estetiska verksamheter ...................................................................................................................... 21<br />
4.3. Etik och naturvetenskap ............................................................................................................................ 22<br />
5. Forskning om undervisning och lärande i NO‐ämnena..............................................................................23<br />
5.1. Begreppsförståelse .................................................................................................................................... 23<br />
5.2. Interaktion och kommunikation................................................................................................................. 24<br />
5.3. Erfarenhet och kontinuitet......................................................................................................................... 25<br />
5.4. Samarbete mellan lärare och forskare ...................................................................................................... 26<br />
5.4.1. Learning studies ................................................................................................................................. 26<br />
5.4.2. Space‐projektet .................................................................................................................................. 27