This paper presents results from one part of a study about lower secondary students‟ and teachers‟ experiences and learning when working with a socio-scientific issue in science education. The case: Are cell phones hazardous? started from two articles from the same newspaper – one saying that there are no risks associated with the use of cell phones and another saying that the risk for developing a brain tumour is considerable. Data was colleced using observations, tape and video recording, interviews and questionnaires. Both boys and girls found this case very interesting and related to a current issue. Almost all students claim that the introduction to the case aroused their interest and that they learnt new facts during the work. The more interesting the students found the case, the more they claimed they have learnt. We also have results indicating the importance of the teachers‟ way of introducing and structuring the work. Further analysis will give us more information about what is crucial and how we can improve this way of working.
|Status||Publicerad - 2011|
|Evenemang||National Association for Research in Science Teaching, NARST 2011, Annual International Conference, Orlando, Florida, 3-6 April 2011 - |
Varaktighet: 1980-jan.-01 → …
|Konferens||National Association for Research in Science Teaching, NARST 2011, Annual International Conference, Orlando, Florida, 3-6 April 2011|
|Period||80-01-01 → …|
- Didaktik (50302)