This thesis deals with the use of inquiry-based approaches in primary school science. The aim is to investigate the goals and purposes that are constituted by the curriculum and by the teachers in interviews and through their teaching in the classroom. The results are used to develop conceptual tools that can be used by teachers’ in their work to support students’ learning of science when using an inquiry-based approach. The thesis is comprised of four papers. In paper one a comparative analysis is made of five Swedish national curricula for compulsory school regarding what students should learn about scientific inquiry. In paper two 20 teachers were interviewed about their own teaching using inquiry. Classroom interactions were filmed and analyzed in papers three and four, which examine how primary teachers use the various activities and purposes of the inquiry classroom to support learning progressions in science. The results of paper one show how the emphasis within and between the two goals of learning to carry out investigations and learning about the nature of science shifted and changed over time in the different curricula. Paper two describes the selective traditions and qualities that were emphasized in the teachers’ accounts of their own teaching. The results of papers three and four show how students need to be involved in the proximate and ultimate purposes of the teaching activities for progression to happen. The ultimate purposes are the scientific purposes for the lesson (as given by the teacher or by the curriculum), whereas the proximate purposes are the more student-centered purposes that through different activities should allow the students to relate their own experiences and language to the ultimate purpose. The results show the importance of proximate purposes working as ends-in-view in the sense of John Dewey, meaning that the students see the goal of the activity and that they are able to relate to their experiences and familiar language. / <p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: In press. Paper 2: Manuscript. Paper 4: Manuscript.</p>

This thesis deals with the use of inquiry-based approaches in primary school science. The aim is to investigate the goals and purposes that are constituted by the curriculum and by the teachers in interviews and through their teaching in the classroom. The results are used to develop conceptual tools that can be used by teachers’ in their work to support students’ learning of science when using an inquiry-based approach. The thesis is comprised of four papers. In paper one a comparative analysis is made of five Swedish national curricula for compulsory school regarding what students should learn about scientific inquiry. In paper two 20 teachers were interviewed about their own teaching using inquiry. Classroom interactions were filmed and analyzed in papers three and four, which examine how primary teachers use the various activities and purposes of the inquiry classroom to support learning progressions in science. The results of paper one show how the emphasis within and between the two goals of learning to carry out investigations and learning about the nature of science shifted and changed over time in the different curricula. Paper two describes the selective traditions and qualities that were emphasized in the teachers’ accounts of their own teaching. The results of papers three and four show how students need to be involved in the proximate and ultimate purposes of the teaching activities for progression to happen. The ultimate purposes are the scientific purposes for the lesson (as given by the teacher or by the curriculum), whereas the proximate purposes are the more student-centered purposes that through different activities should allow the students to relate their own experiences and language to the ultimate purpose. The results show the importance of proximate purposes working as ends-in-viewin the sense of John Dewey, meaning that the students see the goal of the activity and that they are able to relate to their experiences and familiar language. / <p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: In press. Paper 2: Manuscript. Paper 4: Manuscript.</p>

Syftet med den här studien är att beskriva rektorers och förskollärares uppfattningar av vad som krävs för naturvetenskaplig utbildning i förskolan. Kvalitativa semistrukturerade intervjuer genomfördes i denna studie med hjälp av en fenomenografisk metodansats. Totalt var det tre förskolor i en och samma kommun som deltog i studien. Förskolorna som deltog i undersökningen jobbar aktivt med NTA (Naturvetenskap och teknik för alla). Respondenterna som deltog i den studien är tre rektorer och tre förskollärare.  I resultatet framkom det att båda rektorerna och förskollärarna uppfattade NTA-utbildning och NTA-lådor som användbara verktyg för att stödja undervisningen i naturvetenskap. Förskollärarna och rektorerna ansåg att genom kompetensutveckling ökar deras möjligheter att främja barns utveckling inom naturvetenskaplig undervisning. / The aim of this study is to describe principals' and preschool teachers' perceptions of what is required for science education in preschool. Qualitative semi-structured interviews were conducted in this study, utilizing the phenomenographic theory and approach for support. A total of three preschools in the same municipality participated in the study. The preschools involved in the research have focused on NTA (Natural Science and Technology for All). The participants in this study include tree principals and tree preschool teachers.  The results revealed that both principals and preschool teachers emphasized the usefulness of NTA education and NTA kits as tools to support science education. Preschool teachers believed that through professional development, their opportunities to promote children's development in science education are enhanced. The results also indicated that both principals and preschool teachers shared the perception that professional development is crucial to promote children's understanding, allowing them to develop an early grasp of science

There is a growing demand for studies applying quantitative methods to large-scale data sets for the purpose of evaluating the effects of educational reforms (UVK, 2010). In this thesis the statistical method, Propensity Score Analysis (PSA), is presented and explored in the evaluating context of an extensive educational initiative within science and technology education; the Science and Technology for All-program (NTA). The research question put forward reads; under what conditions are PSA-analyses a useful method when measuring the effects from a school improvement initiative in S &amp; T? The study considers the use of PSA when looking for long-term effects that could be measured, what to take into consideration to be able to measure this, and how this could be done. The baseline references (outcome variables) used in order to measure/evaluate the long-term effects from the studied program is students’ achievements in the national test (score and grades) and their grades in year 9. Some findings revealed regarding the object of study (long-term effects from using NTA) are also presented. The PSA method is found to be a useful tool that makes it possible to create artificial control groups when experimental studies are impossible or inappropriate; which is often the case in school education research. The method opens up for making use of the rich source of registry data gathered by authorities. PSA proves reliable and relatively insensitive to the effects of covariates and heterogeneous effecter if the number of samples is large enough. The use of PSA (or other statistical methods) also makes it possible to measure outcomes several years after treatment. There are issues of concern when using PSA. One is the obvious demand for organized collection of measurement data. Another issue of concern is the choice of outcome variables. In this study the chosen outcome variables (pupils’ score and grading in national tests and grades in year 9) open up for discussions regarding aspects that might not be reflected/measured in national tests and/or teachers’ grading. Findings regarding the long-term effects from using NTA) show significantly positive effects in physics on test scores (average increase 16.5%) and test grades, but not in biology and chemistry. In this study no significant effects are found for course grades. PSA approach has proved to be a reliable method. There is however a limitation in terms of the method's ability to capture more subtle aspects of learning. A combination of quantitative and qualitative approach when studying long-term effects from educational intervention is therefore suggested. / <p>QC 20131120</p>