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

• 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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• Investigating the intertwinement of knowledge, value and experience of upper secondary students' argumentation concerning socioscientific issues

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

  Artikel

  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.

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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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