The aim of my study is to elucidate biology teachers’ interpretations of the curriculum and syllabus, as well as their implementation of these in teaching stress within the subject of biology. Semi-structured interviews were used to collect data, allowing flexibility in questioning and adaptation to respondents' answers. Six biology teachers located within the same geographical area were selected as informants. Interviews were conducted via video or in-person meetings. Transcription and analysis were performed using content analysis to systematically categorize and interpret interview data. Validity and reliability were ensured through careful planning and execution of interviews. Ethical aspects were addressed through consent and anonymization of participants. Biology teachers’ interpretations of the curriculum regarding stress varied. Some felt that the curriculum does not sufficiently mention stress. Others linked it to overarching goals of health. There seemed to be a consensus on interpreting stress as relevant subject matter, particularly within the core content. The implementation of stress education differed among teachers. Some sporadically included the topic in their biology teaching, while others integrated it more systematically. The interviewed teachers believed that discussion and collaboration regarding the interpretation of the curriculum and syllabus on the theme of stress were limited. Many followed the national exams as guidance. Others lacked clear guidelines for implementation. Lack of training and time were identified as obstacles to teaching about stress. Opportunities that emerged included collaboration with other subjects, such as physical education. Despite challenges, teachers emphasized the importance of equitable teaching and open communication among colleagues.Conclusions from the study, combined with previous research and theory, suggest that school priorities and societal developments influence teachers’ ability to integrate stress management into the classroom, underscoring the need for clearer guidelines and support from the curriculum. Increased dialogue and collaboration on the interpretation of the curriculum are necessary to achieve a common understanding and thereby promote effective integration of stress management in biology teaching.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-99618 |
| Date | January 2024 |
| Creators | Jonsson, Linn |
| Publisher | Karlstads universitet |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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