Mina forskningsintressen knyter till den roll som olika kommunikativa resurser spelar för lärande I naturvetenskap. Jag är intresserad av idéer kring vad man vill uppnå med naturvetenskaplig undervisning och vilken roll naturvetenskaplig kunskap har i ett bildningsperspektiv.

Under senare år har jag arbetet med frågor kring naturvetenskaplig medborgarbildning, särskilt i relation till naturvetenskap i media. Inom SLiM-projektet (Scientific Literacy in Media) har vi studerat vilka naturvetenskapliga begrepp och termer som är vanligast i dagtidningsartiklar. Utifrån dessa har vi sedan konstruerat olika allmänbildningstest av naturvetenskaplig kunskap.

Jag är också intresserad av hur naturvetenskap i media kan användas som ett verktyg i klassrummet och användning av samhällsfrågor med naturvetenskapligt innehåll (socio-scientific issues) i undervisningen.

I urval från Stockholms universitets publikationsdatabas

• Science and Moral Inquiry as the Yin and Yang of SSI Education: Two Examples of SSI Research from Sweden

  2024. Carl-Johan Rundgren, Shu-Nu Chang Rundgren. A Moral Inquiry into Epistemic Insights inScience Education, 311-332

  Kapitel

  This chapter reflects on the contribution of science education by means of socio scientific issues (SSI) to global citizenship education and education for sustainability from a Swedish research perspective. The relation between what science inquiry and moral inquiry may entail in SSI for educating our future citizens is discussed. We argue that equipping citizens not only with factual knowledge, but also training them to act with moral reflection, has become an even more important goal for education due to the current planetary emergency. Ethics/morality are of special importance for SSI argumentation, but research is still limited concerning how people’s knowledge, value and personal experience are related to ethics/morality in SSI argumentation and how moral inquiry can be further enhanced through education. The chapter is composed of three main parts. First, SSI related research, practices and policy in Sweden are briefly presented. Second, two empirical studies from Sweden are presented as examples to further reveal the complexity of people’s knowledge, value and personal experience in relation to science and moral inquiry. Last, a didactic model for science and moral inquiry via SSI is presented to promote reflective and responsible citizens for sustainability and Bildung globally. In the chapter, science and moral inquiry are seen as intertwined in SSI education, as two entities which presuppose each other like the Yin and Yang in Daoist Chinese philosophy.

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• Views About Scientific Inquiry

  2021. Jakob Gyllenpalm (et al.). Scandinavian Journal of Educational Research

  Artikel

  This paper analyses data from the Swedish sample of the international VASI (Views about scientific inquiry) study (Lederman et al. [2019]. An international collaborative investigation of beginning seventh grade students’ understandings of scientific inquiry: Establishing a baseline. Journal of Research in Science Teaching. Published online. https://doi. org/10.1002/tea.21512). Understandings about scientific inquiry involve knowledge about the processes of inquiry, and are not the same as being able to do inquiry although these are related domains. This paper focuses on what students know about scientific inquiry and what impact school science may have on this knowledge. Data were collected using the VASI instrument developed previously and was administered to 126 students at the beginning of year seven and 145 students at the end of year 12 in a cross-sectional design. Results indicate that the majority of students do not have an informed understanding of key aspects of scientific inquiry in either grade. Although students in year 12 are more informed, the average is still less than 50% as measured by the VASI and with a large spread. 

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• 'Traveling nutrients'

  2020. Alma Jahic Pettersson, Kristina Danielsson, Carl-Johan Rundgren. International Journal of Science Education 41 (8), 1281-1301

  Artikel

  Previous research suggests that students use metaphors when asked to explain digestive processes and nutritional uptake. In this paper, we describe the results of a study designed to gain a deeper understanding of how metaphors and anthropomorphisms are used by students when describing such processes. We applied analyses based on the systemic-functional grammar framework to 123 student responses to a question about nutrition on a Swedish national test in biology in order to identify, describe and analyse how students use metaphors and to understand the linguistic structure of those metaphors. We also considered how the metaphors are linked to metaphor systems and anthropomorphisms, thereby gaining a deeper understanding of the role of metaphors in this area. The results of our analyses provide important insights into how students understand digestion and nutrition and could provide the basis for improved teaching materials and methods for these important topics.

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• Implementation of inquiry-based science education in different countries:

  2017. Carl-Johan Rundgren. Cultural Studies of Science Education

  Artikel

  In this forum article, I reflect on issues related to the implementation of inquiry-based science education (IBSE) in different countries. Regarding education within the European Union (EU), the Bologna system has in later years provided extended coordination and comparability at an organizational level. However, the possibility of the EU to influence the member countries regarding the actual teaching and learning in the classrooms is more limited. In later years, several EU-projects focusing on IBSE have been funded in order to make science education in Europe better, and more motivating for students. Highlighting what Heinz and her colleagues call the policy of ‘soft governance’ of the EU regarding how to improve science education in Europe, I discuss the focus on IBSE in the seventh framework projects, and how it is possible to maintain more long-lasting results in schools through well-designed teacher professional development programs. Another aspect highlighted by Heinz and her colleagues is how global pressures on convergence in education interact with educational structures and traditions in the individual countries. The rise of science and science education as a global culture, encompassing contributions from all around the world, is a phenomenon of great potential and value to humankind. However, it is important to bear in mind that if science and science education is going to become a truly global culture, local variation and differences regarding foci and applications of science in different cultures must be acknowledged.

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