Abstract
The thesis is made up by four studies, on the comprehensive theme of integrated and subject-specific science education in Swedish compulsory school. A literature study on the matter is followed by an expert survey, then a case study and ending with two analyses of students’ science results from PISA 2003 and PISA 2006. The first two studies explore similarities and differences between integrated and subject-specific science education, i. e. Science education and science taught as Biology, Chemistry and Physics respectively. The two following analyses of PISA 2003 and PISA 2006 data put forward the question whether there are differences in results of students’ science literacy scores due to different types of science education.
The expert survey compares theories of integration to the Swedish science education context. Also some difference in intention, in the school case study, some slight differences in the way teachers plan the science education are shown, mainly with respect to how teachers involve students in their planning.
The statistical analysis of integrated and subject-specific science education comparing students’ science results from PISA 2003 shows no difference between students or between schools. The analysis of PISA 2006, however, shows small differences between girls’ results with integrated and subject-specific science education both in total scores and in the three scientific literacy competencies. No differences in boys’ results are shown on different science educations.
Language: English
ISBN: 978-91-7393-770-2
Download: http://www.ep.liu.se/smash/record.jsf?searchId=1&pid=diva2:114056
List of papers
This thesis is based on the following papers.
Paper I
En Delphistudie av initierade brukares och användares uppfattningar om karaktärer avintegrerad naturvetenskap i senare delen av svensk grundskola. Åström, M. Submitted to Didaktisk tidskrift
Paper II
Integrated and subject-specific Science education: Teachers’ and students’ views. Åström, M. and Karlsson, K.-G. Manuscript
Paper III
Using hierarchical linear models to test differences in Swedish results from OECD’sPISA 2003: Integrated and subject-specific science education
Åström, M. and Karlsson, K.-G. Nordina, 3(2), 121-131
Paper IV
Differences in PISA 2006 Science sub-scales with integrated and subject-specific scienceeducation in Swedish compulsory schools.
Åström, M. Manuscript
The Swedish National Graduate School in Science and Technology Education Research, FoNTD, ISV, Linköping university, SE-601 74 Norrköping. Studies in Science and Technology Education No 26
Corespondence
Maria Åström
Umeå University
Department of Educational measurements
SE-901 87 Sweden
Tel. +46 (0)90-786 57 57
Fax +46 (0)90-786 66 86
Contact: maria.astrom@edmeas.umu.se
