Browsing by Author "Ahlkvist, Emmy"

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    Biologilärarstudenters syn på undervisning om sexualitet och sexuell hälsa i biologiämnet - En intervjustudie
    (2024) Ahlkvist, Emmy
    The purpose of this study is to explore how prepared future biology teachers feel about teaching sexuality and sexual health linked to relationships, identity and consent within the subject of biology. The study also aims to identify any obstacles or challenges that these student teachers may face in their future teaching. To answer this, qualitative group interviews were conducted with student biology teachers at the University of Gothenburg. Respondents were divided into groups based on whether or not they had received training in the field. The results show that there is a clear difference in the degree of preparation depending on whether the student teachers have been taught about sexuality and sexual health during their education. Those who had received education felt more confident and prepared, while those student teachers who had not received training in the area expressed distinct uncertainty and anxiety about teaching the subject. Common challenges identified include lack of experience, dealing with sensitive issues, and the need to stay up-to-date with changing knowledge and trends in the field. The conclusions indicate that the inclusion of sexuality education in teacher education is crucial for creating confident and competent biology teachers. This in turn can lead to better and more effective teaching for students in this important area of knowledge
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    Informella lärandemiljöers bidrag till naturvetenskaplig undervisning. En litteraturstudie om hur informella lärandemiljöer påverkar elevers intresse för biologi
    (2022-12-14) Ahlkvist, Emmy; Lindström, Vanessa; University of Gothenburg / Department of Biological and Environmental Sciences; Göteborgs universitet / Instiutionen för biologi och miljövetenskap
    The purpose of this literature review was to investigate how informal learning environments contribute to students' interests in science and biology. The literature review also aimed to investigate how informal learning environments can contribute to teachers' teaching. Peer-reviewed articles have been retrieved from various databases and analyzed based on selected criteria linked to the purpose and questions. The result showed that students' interest in science was positively stimulated by visits to informal learning environments when a clear purpose, preparation and post-visit activities were part of the structure linked to visits. If this structure was lacking, the visit would not be interesting. The results also showed how students' motivation and commitment to science increased when teaching in informal learning environments. Informal learning environments can also develop teachers' own teaching by taking part in teaching methods used there. They can also be used for competence development purposes for teachers. This literature study confirms that informal learning environments can be a good complement to formal teaching as the visits often arouse students' interest.