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dc.date.accessioned2021-04-12T20:07:02Z
dc.date.available2021-04-12T20:07:02Z
dc.date.created2020-12-16T17:04:13Z
dc.date.issued2020
dc.identifier.citationEikeland, Ingrid Frøyland, Merethe . Pedagogical considerations when educators and researchers design a controversy-based educational programme in a science centre. Nordic Studies in Science Education. 2020, 16(1), 84-100
dc.identifier.urihttp://hdl.handle.net/10852/85196
dc.description.abstractThis article reports from a 1,5 yearlong co-design process where mainly one researcher and four science centre educators collaboratively designed a controversy-based educational programme for upper secondary school in a Norwegian science centre. Its aim was to contribute to our understanding of the transition in science centres from embracing neutral, science facts, to invite visitors to discuss and think critically about contemporary issues. The data for this study consists of sound recordings from one group interview, eight workshops and three informal meetings. In the analysis, we identified barriers related to both choosing a controversial issue and choosing pedagogical activities. For example, to address an issue that was both science and society based, and finding ways to engage students in discussion. Based on our findings, we recommend paying special attention to the role of sparking students’ emotional engagement, the aspect of no right or wrong answer, and the balance between hands-on activity and dialogue when designing controversy-based activities in these institutions.
dc.languageEN
dc.publisherNaturfagsenteret
dc.rightsAttribution 3.0 Unported
dc.rights.urihttps://creativecommons.org/licenses/by/3.0/
dc.titlePedagogical considerations when educators and researchers design a controversy-based educational programme in a science centre
dc.typeJournal article
dc.creator.authorEikeland, Ingrid
dc.creator.authorFrøyland, Merethe
cristin.unitcode185,15,27,0
cristin.unitnameNaturfagsenteret
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.cristin1860708
dc.identifier.bibliographiccitationinfo:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Nordic Studies in Science Education&rft.volume=16&rft.spage=84&rft.date=2020
dc.identifier.jtitleNordic Studies in Science Education
dc.identifier.volume16
dc.identifier.issue1
dc.identifier.startpage84
dc.identifier.endpage100
dc.identifier.doihttps://doi.org/10.5617/NORDINA.7001
dc.identifier.urnURN:NBN:no-87986
dc.type.documentTidsskriftartikkel
dc.type.peerreviewedPeer reviewed
dc.source.issn1504-4556
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/85196/2/Eikeland_Nordina_2020.pdf
dc.type.versionPublishedVersion


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