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  • 1.
    Davidsson, Eva
    et al.
    Faculty of Education and Society, Malmö Universitet, Malmö, Sverige.
    Granklint Enochson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Teachers’ way of contextualising the science content in lesson introductions2021In: Science Education International, ISSN 1450-104X, E-ISSN 2077-2327, Vol. 32, no 1, p. 46-54Article in journal (Refereed)
    Abstract [en]

    Previous studies have pointed to the benefits of involving students’ everyday life experiences in lessons and in contextualizing the sciencecontent to enhance learning and positive attitudes toward school science. However, most of these investigations have been conductedas intervention studies. By contrast, the present study explored how teachers, in authentic situations and without interventions, relatedthe school science context to other contexts. We analyzed a total of 490 min of lesson introductions in Swedish Grade 9 classes. Theresults revealed that teachers employed contextualization at the intersection of science content and the everyday life context, the schoolcontext, and the language context. Furthermore, it appeared that contextualization was created in the moment, as a way of explicatingthe scientific content. Compared to intervention studies, the present study shows that occasions of contextualization are rare. It ispossible to conclude that the use of contextualization in science learning situations could be viewed as a teacher competence and mustbe explicit in teacher education and professional development to achieve the benefits of enhanced student interest and learning shownin the mentioned intervention studies. 

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  • 2.
    Widing, Lizette
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science.
    Granklint Enochson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science.
    Modeling as a Tool to Improve Second Language Learners’ Descriptions of Non-Spontaneous Chemistry Concepts2022In: Science Education International, ISSN 1450-104X, E-ISSN 2077-2327, Vol. 33, no 2, p. 181-191Article in journal (Refereed)
    Abstract [en]

    This study investigated how modeling in chemistry affect second language learners’ descriptions of polymeric concepts. The aim was to investigate how chemistry discussions mediated by representations, contribute to second language students’ development in the language of chemistry. The study took place in three multilingual upper secondary classes. Participating students were (n = 16) second language learners and (n = 14) first language learners. There were in total eight different first languages represented. Data comprised polymeric concept descriptions, audio recordings, and photos taken during modeling. The concept descriptions were analyzed by an inductive content analysis which was then used for a deductive analysis of the modeling-activity. The results show that 65% of second language learners concept descriptions showed an increased clarity, and 45% showed increased use of chemical concepts after the modeling-activity. This study highlights how students in a multilingual context develop their language of chemistry by discussing chemistry scaffolded by representations. The results show that second language learners in a multilingual context benefited from the modeling-activity. As such, the study acknowledges that modeling contexts can be used in teacher education, both in-service and pre-service, to highlight the importance of the role of representations when teaching in the multilingual context.

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