Research on Teaching and Learning In Biology, Chemistry and Physics In ESERA 2013 Conference

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http://hdl.handle.net/10138/299208

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Lampiselkä , J J , Kaasinen , A P M , Kinnunen , P & Malmi , L 2018 , Research on Teaching and Learning In Biology, Chemistry and Physics In ESERA 2013 Conference . in O Finlayson , E McLoughlin , S Erduran & P Childs (eds) , ESERA 2017 Research, Practice and Collaboration in Science Education (Proceedings of ESERA 2017) . vol. 2017 , pp. 1799-1810 , ESERA 2017 , Dublin , Ireland , 21/08/2017 . < https://www.esera.org/publications/esera-conference-proceedings/esera-2017 >

Title: Research on Teaching and Learning In Biology, Chemistry and Physics In ESERA 2013 Conference
Author: Lampiselkä, Jarkko Juhani; Kaasinen, Arja Päivi Maaria; Kinnunen, Päivi; Malmi, Lauri
Other contributor: University of Helsinki, Department of Education
University of Helsinki, Helsinki Institute of Sustainability Science (HELSUS)
Finlayson, Odilla
McLoughlin, Eilish
Erduran, Sibel
Childs, Peter

Date: 2018
Language: eng
Number of pages: 11
Belongs to series: ESERA 2017 Research, Practice and Collaboration in Science Education (Proceedings of ESERA 2017)
ISBN: 978-1-873769-84-3
URI: http://hdl.handle.net/10138/299208
Abstract: This paper provides an overview of the topics in educational research that were published in the ESERA 2013 conference proceedings. The aim of the research was to identify what aspects of the teacher-student-content interaction were investigated frequently and what have been studied rarely. We used the categorization system developed by Kinnunen, Lampiselkä, Malmi and Meisalo (2016) and altogether 184 articles were analyzed. The analysis focused on secondary and tertiary level biology, chemistry, physics, and science education. The results showed that most of the studies focus on either the teacher’s pedagogical actions or on the student - content relationship. All other aspects were studied considerably less. For example, the teachers’ thoughts about the students’ perceptions and attitudes towards the goals and the content, and the teachers’ conceptions of the students’ actions towards achieving the goals were studied only rarely. Discussion about the scope and the coverage of the research in science education in Europe is needed.
Subject: 516 Educational sciences
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