Profiles

Carl-Johan Rundgren

Carl-Johan Rundgren

Docent

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Arbetar vid Institutionen för matematikämnets och naturvetenskapsämnenas didaktik
Telefon 08-120 766 04
E-post carl-johan.rundgren@mnd.su.se
Besöksadress Svante Arrheniusväg 20 A, E-huset, Arrheniuslab
Rum E 373
Postadress Institutionen för matematikämnets och naturvetenskapsämnenas didaktik 106 91 Stockholm

Om mig

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.

Forskning

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.

Publikationer

I urval från Stockholms universitets publikationsdatabas
  • Shu-Nu Chang Rundgren, Carl-Johan Rundgren. Scandinavian Journal of Educational Research

    Based on the EU FP 7 project PROFILES, this article presents our findings from a three-round Delphi study conducted in Sweden which aimed at establishing a consensus on how science education should be developed for citizens to enhance civic scientific literacy. A total of 100 stakeholders (9th graders, school teachers, scientists and science education researchers) were involved in our Delphi study in 2012–13. The results revealed that there were some highly ranked consensus ideas: environmental issues, inquiry skills, motivation/interest and holistic comprehension were all in line with conclusions drawn elsewhere in the literature and ideas within the PROFILES project itself. However, we also found that there were some mismatched aspects of our Delphi study and the Swedish curriculum. The conclusions of our research imply the importance of involving different stakeholders in the educational reconstruction process; we suggest that the school teacher in particular should play a vital role.

  • 2016. Carl-Johan Rundgren, Martin Eriksson, Shu-Nu Chang Rundgren. Science & Education

    This study aims to explore students' argumentation and decision-making relating to anauthentic socioscientific issue (SSI) - the problem of environmental toxins in fish fromthe Baltic Sea. A multi-disciplinary instructional module, designed in order to developstudents' skills to argue about complex SSI was successfully tested. Seven sciencemajors in the final year of their upper secondary studies participated in this study. Theirargumentation and decision making processes were followed closely and data werecollected during multiple stages of the instructional module: group discussions wereaudio recorded, the participants wrote reports on their decision making, and postexerciseinterviews were conducted with individual students. The analysis focused onthe skill of evaluation demonstrated by the students during the exercise and therelationships between the knowledge, values, and experiences that they used in theirargumentation. Even though all of the students had access to the same informationand agreed on the factual aspects of the issue, they came to different decisions. All ofthe students took counter-arguments and the limitations of their claims into account,and were able to extend their claims where appropriate. However, their decisionsdiffered depending on their background knowledge, values and experiences (i.e. theirintellectual baggage). The implication to SSI teaching and learning is discussed.

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

    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.

Visa alla publikationer av Carl-Johan Rundgren vid Stockholms universitet

Senast uppdaterad: 18 mars 2019

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