Jakob Gyllenpalm

Jakob von Gyllenpalm


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Works at Department of Mathematics and Science Education
Telephone 08-120 766 32
Visiting address Rålambsvägen 26 A
Room P 433
Postal address Institutionen för matematikämnets och naturvetenskapsämnenas didaktik 106 91 Stockholm



I have a background as a physics teacher for upper secondary school and have been a lecturer in science education at Stockholm University since 2011. My dissertation focused on nature of science issues (NOS) in science education and in particular on the role of language in laboratory work in school. An important result was to show how the use of certain central NOS concepts differed in schools compared to in authentic research, and the possible consequences for students learning. After my dissertation my research interest has changed in the direction of teacher education. Methods courses in science education focus to a large extent on how to plan instruction, which is as important as the actual teaching done in the classroom. Planning instruction is a creative work in which knowledge about the subject matter, the students, the aims and purposes of education, and the schools local affordances and constraints are merged into a whole – a lesson or a course. Therefore planning instruction can be likened to other creative processes such as musical composition or drama, also based on both experience, tradition, theory and technique. My present research interest concerns how teacher education can benefit from comparisons with other professional training programs, especial in artistic disciplines.


Views about scientific inquiry (VASI)

Helping students develop informed views about scientific inquiry (SI) has been and continues to be a goal of K-12 science education. However, there is significantly less research on students’ understandings of SI than on the “doing” of inquiry. This is partly...

Collaborative development of practical work in upper secondary physics education

Practical work or laboratory work has a long tradition in physics education at all levels. However, teachers rarely have the time or means to develop new forms of teaching and assessment related to practical work. To cope with this situation most teachers use an inherited set ...



Last updated: March 23, 2018

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