Karim HamzaDocent, Programansvarig KPU90
Min forskning handlar om att utveckla empiriskt grundade didaktiska modeller och andra verktyg som lärare i naturvetenskap kan använda sig av i sin dagliga verksamhet. Jag är intresserad både av hur didaktiska modeller kan utvecklas i nära samarbete med professionen, och att ta fram faktiska modeller. Modellerna kan vara allt ifrån beskrivningar av vilka erfarenheter elever eller universitetsstudenter behöver göra för att lära sig ett visst innehåll, via begreppsliga ramverk för att planera, genomföra och utvärdera undervisning, till hypoteser om hur olika syften med undervisningen kan nås genom olika sätt att organisera den på.
Att modellerna och verktygen är empiriskt grundade innebär
(1) att de bygger på detaljerade analyser av undervisning samt
(2) att de testas och förfinas i nära samarbete med verksamma lärare.
I RiskEdu-projektet (2018-2020), som finansieras av Skolforskningsinstitutet (och tidigare av Marcus och Amalia Wallenbergs minnesfond, 2014-2018), försöker forskare och gymnasielärare tillsammans generera kunskap om hur gymnasiets naturvetenskapliga undervisning kan stärka elevers förmåga till riskbedömning och ställningstaganden i kontroversiella samhällsfrågor med ett naturvetenskapligt innehåll, som strålning och bioteknik. Vi utvecklar såväl konkreta verktyg sommer övergripande modeller och principer för undervisning om risk och riskbedömning inom gymnasiets biologi-, fysik-, kemi- och naturkunskapsämnen.
I nätverksprojektet Komparativ didaktik och professionell utveckling för lärare utvecklar vi teoretiska och metodologiska grunder för att didaktisk forskning ska kunna grundas i väl fungerande samarbeten mellan verksamma lärare och forskare.
Utöver dessa projekt, vilka är inriktade mot grundskolans och gymnasiets naturvetenskapsundervisning, bedriver jag tillsammans med doktoranden Matti Karlström ett projekt som riktar sig mot undervisning på universitetet. Matti studerar hur lärarstudenter resonerar om planering av undervisning samt hur de successivt lär sig att reflektera över dessa och andra delar av sin praktik.
I urval från Stockholms universitets publikationsdatabas
Didaktik och didaktiska modeller för undervisning i naturvetenskapliga ämnen
2018. Per-Olof Wickman, Karim Hamza, Iann Lundegård. NorDiNa 14 (3), 239-249Artikel
Didactics and didactic models in science education
This article reviews what didactic models are, how they can be produced through didactic modelling and how didactic models can be used for analyses of teaching and learning and for educational designs. The article is as an introduction to this Nordina special issue on didactic models and didactic modelling in science education research.
Preservice Science Teachers’ Opportunities for Learning Through Reflection When Planning a Microteaching Unit
2019. Matti Karlström, Karim Hamza. Journal of Science Teacher Education 30 (1), 44-62Artikel
Although microteaching is a common approach to engaging preservice teachers in reflection on teaching in on-campus courses, this reflection is usually carried out as a separate part. We examined how preservice middle school science teachers reflected amid planning a 20-min microteaching unit on sustainable development. Six groups of preservice teachers were video recorded and their conversations transcribed. We used practical epistemology analysis to analyze moments of reflection in these conversations. The preservice science teachers recurrently engaged in reflection in the course of their planning, which led to changes in perspective concerning important aspects of how to plan teaching that may be considered central for preservice science teachers to learn during their teacher education. Preservice teachers’ reflection was related to the openness of the task, as they had to make decisions about many different aspects of their teaching. Even aspects that are not on the table in a real-world setting, for instance having the possibility of deciding on the age of the target students, led to productive reflection and opportunities for learning. Our results contribute to increased awareness of the possibilities of microteaching for facilitating learning during planning. This may provide science teacher educators with better possibilities of supporting their preservice science teachers’ reflective practice.
Who Owns the Content and Who Runs the Risk? Dynamics of Teacher Change in Teacher-Researcher Collaboration
2018. Karim Hamza (et al.). Research in science education 48 (5), 963-987Artikel
We present analyses of teacher professional growth during collaboration between science teachers and science education researchers, with special focus on how the differential assumption of responsibility between teachers and researchers affected the growth processes. The collaboration centered on a new conceptual framework introduced by the researchers, which aimed at empowering teachers to plan teaching in accordance with perceived purposes. Seven joint planning meetings between teachers and researchers were analyzed, both quantitatively concerning the extent to which the introduced framework became part of the discussions and qualitatively through the interconnected model of teacher professional growth. The collaboration went through three distinct phases characterized by how and the extent to which the teachers made use of the new framework. The change sequences identified in relation to each phase show that teacher recognition of salient outcomes from the framework was important for professional growth to occur. Moreover, our data suggest that this recognition may have been facilitated because the researchers, in initial phases of the collaboration, took increased responsibility for the implementation of the new framework. We conclude that although this differential assumption of responsibility may result in unequal distribution of power between teachers and researchers, it may at the same time mean more equal distribution of concrete work required as well as the inevitable risks associated with pedagogical innovation and introduction of research-based knowledge into science teachers' practice.
Hybridization of practices in teacher-researcher collaboration
2018. Karim Hamza (et al.). European Educational Research Journal (online) 17 (1), 170-186Artikel
In this paper we present experiences from a joint collaborative research project which may be described as an encounter between a school science teaching practice and a university science didactics research practice. We provide narratives which demonstrate how the encounter between these two communities of practice interacted to produce hybridization between the two in terms of mutual influences, resulting in the conceptual and practical development of both communities of practice. We argue that what happened in the project suggests one way of reducing the gap between educational research and teaching through the emergence of practices where the roles of teachers and researchers become blurred.
Transformation of Professional Identities From Scientist to Teacher in a Short-Track Science Teacher Education Program
2018. Bengt-Olov Molander, Karim Hamza. Journal of Science Teacher Education 29 (6), 504-526Artikel
The development of professional identity during a short-track teacher education program is studied. This article presents how individuals with a strong background in natural sciences describe the teacher education in which they participate. Individual interviews were conducted with 6 student teachers with a doctorate in natural sciences and extensive work experience in science-related professions on 5 occasions during their teacher education. We suggest that shared ways of talking about education and teaching practice can be described as phases summed up as cautiously positive, rejection, acceptance, and complexity. It is argued that problems of development of professional identities can be understood in relation to the design of the teacher education under study, and failure to acknowledge the development of a professional identity as a science teacher among these student teachers is a question of a not unproblematic transformation of professional identities. Implications for teacher education are that the design of teacher education needs to consider a joint frame for the entire education, in particular the relation between practice and theoretical courses.
Developing an approach for teaching and learning about Lewis structures
2017. Ilana Kaufmann (et al.). International Journal of Science Education 39 (12), 1601-1624Artikel
This study explores first-year university students' reasoning as they learn to draw Lewis structures. We also present a theoretical account of the formal procedure commonly taught for drawing these structures. Students' discussions during problem-solving activities were video recorded and detailed analyses of the discussions were made through the use of practical epistemology analysis (PEA). Our results show that the formal procedure was central for drawing Lewis structures, but its use varied depending on situational aspects. Commonly, the use of individual steps of the formal procedure was contingent on experiences of chemical structures, and other information such as the characteristics of the problem given. The analysis revealed a number of patterns in how students constructed, checked and modified the structure in relation to the formal procedure and the situational aspects. We suggest that explicitly teaching the formal procedure as a process of constructing, checking and modifying might be helpful for students learning to draw Lewis structures. By doing so, the students may learn to check the accuracy of the generated structure not only in relation to the octet rule and formal charge, but also to other experiences that are not explicitly included in the formal procedure.