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Hur formar AI undervisningen? Lärares uppfattningar om ChatGPT i biologiundervisningen
(2023-06-12) Nyström, Johan; University of Gothenburg / Department of Biological and Environmental Sciences; Göteborgs universitet / Institutionen för biologi och miljövetenskap
On November 30, 2022, ChatGPT was launched, an artificial intelligence (AI) trained to analyze and generate text at a near-human level. The launch of ChatGPT has been described as a major advancement in AI-human interaction, and it can be used för various text-based tasks such as summarizing and translating texts, answering questions, or generating original texts based on user requests. Since its launch, the impact of ChatGPT on schools and education has been debated in both Swedish and international media, with assessment risks being one of the most discussed topics. The Swedish National Agency for Education has also advised teachers not to use written homework assignments for assessment purposes with the aim to minimize cheating. But what do teachers think about ChatGPT and teaching? This is a qualitative study with the aim to examine biology teachers’ perceptions of using AI and ChatGPT in education. Five teachers were interviewed to explore the opportunities and risks associated with ChatGPT and education. The results showed that ChatGPT can be used as a study- or discussion partner, provide formative feedback or serve as a springboard in classroom discussions. The result also indicate that teachers think AI has the potential to free up time by facilitating task planning and design, which is consistent with previous publications on the subject. The teachers in the study identified several risks, including the potential of cheating. The result also showed that the teachers believed that AI inevitably is here to stay, therefore teachers and student need tools to cope with the rapid technology advancements of AI, but in the very end it must be in the hand of the teacher and the specific knowledge of teaching. This abstract has partially been translated with the help of ChatGPT; the original can be found in Swedish below.
Attityder och intresse för biologi hos högstadieelever och hur läraren påverkar detta
(2023-06-12) Weis, Marit; University of Gothenburg / Department of Biological and Environmental Sciences; Göteborgs universitet / Institutionen för biologi och miljövetenskap
Interest for biology tends to be fairly neutral. Pupils generally have neither a negative nor a positive attitude towards the subject. If the pupils have a biology-oriented hobby they are more likely to be interested in, and retain an interest, for biology as they get older. Both parents and teachers have an effect on pupils’ interest and motivation to study and learn biology. Pupils with an internal motivation tend to be more interested in biology. Eleven one-on-one interviews were done with Swedish 9th grade pupils to ascertain their interest in biology and how the teacher impacts this. The pupils had generally a fairly amicable view towards biology as a subject. Most studies point to a decrease in interest for biology as the pupils advance in grade, however this was not the case here. Rather the pupils either had a retained interest from childhood or they got their interest during the 7th grade. Their teachers did have a direct influence in how interesting they perceived the subject to be. It also mattered what sort of lessons they had. Generally, they preferred a variation between and during lessons, mixing practical aspects with theory.
Från observation till teori. En intervjustudie om biologins karaktär och arbetsmetoder.
(2023-06-12) Bladh, Amanda; University of Gothenburg / Department of Biological and Environmental Sciences; Göteborgs universitet / Institutionen för biologi och miljövetenskap
The nature of biology and the nature of practical methods in biology are a part of the core content of the biology syllabus in the Swedish upper secondary school. The nature of biology describes the subject's epistemology such as the knowledge and how it is arranged in theories, laws and models. The nature of practical methods consists of empirical methods applied by biologists to investigate the world. Previous studies indicates that teachers are experiencing difficulties understanding both these concepts as well as implementing them into their teaching. The study's purpose was, thus, to examine how Swedish upper secondary biology teachers explain the content of these concepts, how the content is implemented in teaching and which aspects that affect the implementation. The method used was a qualitative interview where the selection of respondents was made through a combination of convenience and criteria samples. The analysis was made using an inductive thematic analysis resulting in the following themes: the content of the nature of biology, the content of the nature of practical methods in biology, biology and other natural science subjects, elements in teaching, internal factors and external factors. The results indicate the nature of biology and practical methods were challenging to varying degrees while diverse teaching elements were used. Some of the affecting aspects of teaching these elements were the teacher's understanding, students’ interest and the schools’ presumptions. Conclusions were drawn, whereas teachers need more support to gain knowledge and inspiration on implementing both concepts. As the findings of additional studies note, a possible solution is to implement this part of the core content of biology into teaching programs for teachers. To enhance accessibility and understanding, the Swedish National Agency for Education could make a comment and definition about these concepts in the commentary material for the biology syllabus.
Möjligheter och begränsningar. En kvalitativ studie om biologilärares laborativa undervisning
(2023-06-12) Karlsson, Sandra; University of Gothenburg / Department of Biological and Environmental Sciences; Göteborgs universitet / Institutionen för biologi och miljövetenskap
Laboratory work is included in the biology education at upper secondary school and have therefore a central and important role in teaching. The purpose teachers have with laboratory work can vary. Previous studies have indicated that laboratory work is effective for students' knowledge, scientific literacy, and their interest in science. For laboratory work to be effective, it needs to be of high quality and therefore include inquiry. Research indicates that teachers often fail to communicate the purpose and goals of laboratory work. Support and resources are known factors that can affect the laboratory work. This study intends to investigate what purposes teacher has with laboratory work and how teachers experience that support and resources affects the laboratory education. A qualitative interview study has been carried out and the result have been analyzed through a thematic analysis. There were six biology teachers who participated in the study. The results indicates that teachers have several purposes for their laboratory work. They can have cognitive, affective, and psychomotor purposes. The students seemed to have more difficult to understand the underlying theory rather than the practical work. Social interactions are important elements during labs, because of its positive effect on the development of knowledge. The teachers' prerequisites for laboratory teaching vary between the teachers, but they are generally good. For laboratories to be feasible and of high quality, resources and support are necessary. The support and resources that were considered to affect the laboratory work were collegial collaboration, resources, time for laboratory work and experience. It is primarily the school management's task to review and enable good conditions. There is a large variation in the amount of time teachers are allocated to laboratory work and therefore the school management's work for equivalent education is called into question.
Fältstudier i biologi på gymnasiet. Gymnasielärares svar på frågorna vad, hur och varför kopplat till momentet fältstudier.
(2023-06-12) Lindelöf, Ellinor; University of Gothenburg / Department of Biological and Environmental Sciences; Göteborgs universitet / Institutionen för biologi och miljövetenskap
Abstract This thesis examines the purpose of field studies in high school biology from the perspective of teachers in relation to earlier research. The study is based on qualitative interviews with five teachers and focuses on the didactic questions what, how and why regarding field studies, as well as questioning the term “field studies”. Responses were thematically analyzed using a categorization by earlier research which had similar main questions (Szczepanski & Andersson, 2015). The analysis provided answers to the questions why and how, and two additional categories were added due to the remaining material and unanswered questions, interpretation of the term “field study” and what is done in the field. The results are discussed in relation to previous research together with my own thoughts and opinions. The results reveal a consistent interpretation of field studies among the teachers: an outdoor activity that provides new experiences for students. It can take place in different locations such as coastal environments, forests, or nearby areas, places that students know of offers new environments. The task in the field differs between the teachers, observations, lab report writing or investigations. The content of field studies typically revolves ecology, marine biology, and ecosystems. The study highlights the positive effects according to the why-question. The teachers emphasize that students learn through practical activities and engagement with nature. Previous research supports the notion that field studies enables the combination of theory and practice, such as learning biological concepts, phenomena, and species which the teachers also address. The teachers also address the positive impact on group dynamics, which aligns with previous research. The enthusiasm from the teacher and cooperation between students in field studies contribute to an interesting and meaningful learning experience in biology.
I vilka syften genomför lärare laborationer i biologi? En studie utifrån hel- och halvklasslaborationer i undervisningen
(2023-06-12) Eneroth, Moa; University of Gothenburg / Department of Biological and Environmental Sciences; Göteborgs universitet / Institutionen för biologi och miljövetenskap
Labs form part of the curriculum for the biology subject in grades 7 to 9 at upper secondary school and are an important element of biology teaching. The previous research that I have examined in connection with the study shows that teachers carry out laboratories for several different purposes. The students should have the opportunity to connect theory and practice, arouse interest in scientific subjects and working methods, etc. There are studies that show that a large part of the students want to learn by having practical work in the scientific subjects. This study intends to investigate the purposes for which teachers carry out laboratory work in biology and what conditions teachers have for carrying out laboratory work in whole or half a class. For the study, I have interviewed five teachers who all work as biology teachers in junior high school. The interviews were conducted in a semi-structured manner and the data was analyzed with the inspiration of qualitative content analysis. The results show that the teachers have multiple purposes with their laboratories. The teachers' prerequisites for laboratories also varied from school to school. Primarily, the extent to which the teachers had the opportunity for full- or half-class laboratories was investigated. It was clear that the teachers wish to carry out the laboratories in half classes and that these are scheduled. There were teachers in the study who created their own half-classes during laboratory time by doing the laboratory with one half and letting the other half work on something theoretical. The governing documents from the Swedish Education Agency leave room for interpretation as to how often or which laboratories should be carried out at school. Since the spring of 2023, the National Board of Education has removed the practical part of the national tests in the nature-oriented subjects. Therefore, the question is asked how it might affect laboratory teaching at a time when money is to be saved at the school.
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
Exkursioner och fjärrundervisning. En studie av lärares uppfattningar om förändrade förutsättningar att genomföra exkursioner under covid- 19-pandemin
(2024-06-20) Lundgren, Axel
The covid-19-pandemic was a strain on people’s entire existence. None the least it affected school. Practical and laborative aspects of teaching were suspected to be extra afflicted. Excursions have, within the teaching of biology, been shown to have positive effects on students’ attitudes and learning. The aim of this study is to research if and how teachers experienced a change in the conditions under which excursions are conducted. The studied period is from the second term of 2020 up until the summer break of 2021. The study was made by semi-structured interviews and thematic inductive analysis. The subject-teachers’ experiences were that they had everything between good all the way to almost nonexistent prerequisites to conduct excursions. What was shows is that the Swedish National Education Agency (Skolverket) and the Public Health Agency (Folkhälsomyndigheten) set the stage with their recommendations. When teaching was done in the schools with students present there were no hindrances to excursions and when teaching was done remotely almost nobody was doing excursions. Therefore, fewer excursions than normal were made. How this affected the education of students can, in this study, only be implied.
Undervisning utanför klassrummets väggar. En intervjustudie om lärarstudenters syn på undervisning i informella lärmiljöer
(2024-06-20) Lindström, Vanessa
Informal learning environments are used in today's teaching and research has shown their positive effects on student learning and engagement. This qualitative study aims to explore pre service teachers' experiences and opinions about informal learning environments and their implementation in teaching through interviews and thematic analysis. The findings of the study show that pre-service teachers have experiences of informal learning environments, both from their education and childhood. These experiences are considered enriching and rewarding. The pre-service teachers see clear opportunities to increase students engagement and understanding through the use of informal learning environments in teaching. Despite the benefits, the pre service teachers identify challenges in implementing informal learning environments in their future teaching. These challenges include lack of preparation, time constraints and uncertainty about how to integrate informal learning environments into their teaching practice in the best way. In order to facilitate the integration of informal learning environments in teaching, the pre service teachers highlight a need for clear guidelines and more practical support from the teacher education. By giving future teachers the necessary tools and resources, they can more successfully use informal learning environments to meet the demands and expectations placed on them. This study emphasizes the importance of integrating informal learning environments into teacher education to prepare future teachers to effectively meet the challenges and opportunities of informal learning environments to promote students learning and development.
Att överleva det första året. En intervjustudie om biologilärares upplevelser av det första året som verksamma gymnasielärare
(2024-06-20) Qviller, Julia
Transition from student teacher to professional teacher is filled with challenges, expectations and curiosity. Extensive research has been made on teachers’ professional start, but despite this research, there is still a gap when it comes to high school teachers, and specifically on high school biology teachers. The purpose of this study is therefore to explore high school biology teachers' experience and challenges during their first professional year, with the goal to identify factors that can make this period more positive. This study has been conducted as a qualitative interview study of these teachers, and their experiences have then been analyzed thematically. All the interviews in this study are done with new biology teachers at high schools. The results of the study shows that these new teachers have encountered diverse working cultures at schools, which in turn have varying impact on their experience during their first year. However, common for all teachers in the study, is their feeling of overwhelm and experience of heavy workload. New teachers tend to experience a lack of support, which makes their professional start particularly difficult. They also tend to have an idealized view of the teaching roles, which often clashes with reality. This can result in stress, and feelings of anxiousness and despair. Many of these challenges for new teachers can be mitigated by implementing strategies for support during their first time as professionals. The results of this interview study indicates that an introduction period with received mentoring has a major impact on how the newly graduated teacher perceives their career start, and how well they integrated into the school organization.
Erfarenheter av undervisning i hälsa. Biologi- och naturkunskapslärares upplevelser och erfarenheter av den egna undervisningen i hälsa samt gymnasieskolans hälsofrämjande arbete
(2024-06-20) Andrén, Irma
Health is a complex concept that includes physical, psychological and social aspect and a prerequisite for learning. In the last 30 years there has been a decline in the mental health off school children. This is attributed to changes in the Swedish school system. Health education is highlighted as the most important measure to strengthen mental health in children. Health promotion and health education are part of the mission of Swedish schools. At upper secondary school level, health education is Included in the subject biology and natural sciences. The purpose of the study is to investigate high school teachers' experiences of health education in biology and natural science. Furthermore, the teachers' view of the school's health promotion work is examined. Five semi-structured interviews were conducted with secondary school teachers in biology and natural science. The teachers describe students' prior knowledge as a resource in teaching. The importance of a critical approach is highlighted as students' prior knowledge is not necessarily anchored in a scientific definition of health. Mental health is seen as important but its place in the courses is more unclear. Teaching mental health requires finesse and is seen as a sensitive subject. Teachers see good examples of the schools' health-promoting work but mention varying commitment from student health teams and shortcomings in school management as areas of development. The results resonate well with research in the field. Previous research highlights the importance of a critical approach to health claims, a one-sided focus on physical health and the importance of a solid education in mental health. Desired measures are investments in health education and health promotion in school, which requires resources and clearer wordings in the school's governing documents. Furthermore, there is a need for evidence based continuing education for teachers in how mental health education is carried out in an effective way.
Viljan att lära. En studie om lärarstudenters förundran inför naturen
(2024-06-20) Wikström, Sofia
In school, teachers are expected to stimulate students' curiosity and their own desire to learn. As a biology teacher, I want to promote this, especially since science has developed through people's inner desire to explore. But how to do this is not entirely obvious. Previous research has shown that experiences that evoke wonder can be used as a pedagogical tool to trigger a spontaneous learning process. The theory is based on the idea that wonder provides enough motivation to overcome the barriers between the individual and the learning object. This study aims to explore the kind of experiences that lead to wonder in order to find out how to apply it in the classroom. The main question is what characterizes experiences that evoke a sense of wonder. Furthermore the study examines how wonder is described in reaction to these experiences. Finally, the methods used to explore and learn as an effect of wonder are examined. Data has been collected by interviewing biology teacher students in groups about their relationship with nature. Through thematic analysis, three themes with sub-themes have been identified. These have formed a basis for the discussion through which the questions have been answered. The results show that experiences which evoke wonder are characterized by unexpected elements, encounters with nature's vastness, and opportunities to build relationships with nature. Wonder is described by participants in terms of emotional engagement, curiosity and with awe of nature. The methods the participants use to learn are exploring by touch and seeking information by asking questions.
Undervisning på växternas villkor. En intervjustudie om hur lärare implementerar utomhusundervisning i sin undervisning om växter
(2024-06-20) Bielsten, Alma
Upper secondary school students’ knowledge of plants is decreasing, and many teachers testify that there is a fundamental bias between plants and animals where animals are seen as more important and more interesting. At the same time the written encouragement to teach about plants are decreasing in the subject plans in biology and natural science. Previous studies show that this is a current problem and that an inability to identify plants and understand their place in nature can lead to greater problems in understanding ecological exchange and the role of plants in both nature and in our lives. Research also shows that outdoor education can be a way to introduce plants to students as it can increase interest in plants, contribute to more knowledge and give students a greater awareness of their surroundings. This study will investigate how teachers choose to use outdoor education to teach about plants, why they use outdoor education as a method and what the teachers themselves have identified as difficulties in teaching outdoors. A qualitative interview study has been performed. The result from the interviews have been analyzed though a thematic analysis. Five teachers have participated in this study, and they are all active teachers that teach in biology or natural science in upper secondary school. The study shows that there is no common structure on how the teachers teach using outdoor education. The teaching takes place in everything from small to large projects and can be both in the vicinity of the school or further away in other environments. Why the teachers choose to teach about plants in the nature is to show the beauty and aesthetics of nature, incite interest in students and show connections between nature and society. Difficulties that had been identified were financial, administrative, students' desire to be outdoors and lack of time. These are the major factors to why outdoor education is difficult to implement in everyday teaching.
Digitaliseringens påverkan på högstadiet. Digitala verktygs påverkan på biologilärarnas undervisning
(2024-06-20) Mohammed, Rukaia
The digitalization has transformed the school through new tools and methods for teaching. This qualitative study has examined how digitalization affects biology teachers' pedagogical planning and instruction. Five high school biology teachers were individually interviewed to find out how they have been affected and how they handle digitalization. The teachers mostly agreed that a balance between traditional and digital teaching methods is necessary. They also mentioned feeling the need for more professional training in how to work more effectively in managing students' digital tools.
Nya ramar, ny undervisning? Biologilärares tankar om Gy25
(2024-06-20) Karlsson, Lina
In the autumn of 2025, a reform known as Gy25 will be implemented in Swedish upper secondary schools. This reform includes new subject syllabuses with revised central content, the abandonment of the current course system in favor of a division of subjects into levels, and the replacement of course grades with subject grades. In this study, five practicing upper secondary school biology teachers were interviewed to investigate how these changes might impact biology teaching and the students who participate in it. The results reveal that the new central content closely resembles the old one but provides teachers with greater interpretative flexibility, since many details from the current content are no longer explicitly stated. This implies that a teacher's experience could become more significant for future teaching, as an experienced teacher knows which subject content is usually covered, unlike a newly graduated teacher. The results also indicate that the interviewed teachers do not feel the need to significantly change their own subject content, suggesting that there will be no major changes. The division into levels means that the same subject areas will be revisited at both basic and advanced level, which teachers believe will require more time for repetition and make it harder to delve into the material as thoroughly as today. At the same time, repetition could benefit students' learning, and it might be advantageous for them to have developed and matured before tackling the advanced content. The teachers have a positive attitude towards subject grades and believe that it could reduce the stress many students experience today. However, they also see a risk that students might not exert enough effort during the first year, which could impact their chances of achieving high grades at the end of their biology studies.
Lärares syn på intresseväckande undervisning i naturkunskap och biologi. Gymnasielärares synsätt i relation till forskningsbaserade faktorer
Awad, Loay; Department of Biological and Environmental Sciences; Institutionen för biologi och miljövetenskap
Students' interest in science subjects has shown a declining trend over a long period of time. Therefore, the purpose of this study is to investigate upper secondary school teachers’ perceptions of the factors that influence students' interest in science and biology. The study includes a research background that defines the concept of interest and outlines the various factors that may affect students’ interest. Additionally, the study involves interviews with five different teachers qualified to teach biology and/or general science at the upper secondary level. These interviews provide insight into the teachers' views on the different factors presented in the research background. The interview guide is constructed based on the study’s research background and focuses on the different aspects discussed therein, particularly theories on situational and individual interest. The results indicate that the teachers are aware of the various factors identified in the research and recognize that these factors influence students’ interest in different ways—such as the impact of practical activities in teaching, the opportunity for students to have some influence over the structure of their lessons, and the teacher’s own level of engagement. However, the interviewed teachers also highlight limitations, such as time constraints and the students’ prior knowledge, which can hinder efforts to develop a stable interest. Overall, the study shows consistency between the teachers’ perceptions and the content presented in the research, but it also points to obstacles in school practice that may hinder this process. For future research, it is suggested that greater focus be placed on students’ perspectives in order to provide a more comprehensive picture of how interest in science subjects develops, including in science and biology. Examining teachers’ perspectives as well has created an opportunity to build a bridge between students and teachers, thereby promoting teaching that is as effective and engaging as possible.
Missuppfattningar inom genetik: lärares perspektiv. En intervjustudie om undervisningsutmaningar inom genetiken
Meksassi, Sabrina; Department of Biological and Environmental Sciences; Institutionen för biologi och miljövetenskap
Genetics is a central topic in biology education, yet many students struggle with understanding key concepts such as gene, DNA, chromosome, dominant, and recessive. Previous research has shown that students often carry misconceptions rooted in everyday language and prior experiences, which may conflict with scientific explanations. These misconceptions can hinder deeper understanding and are particularly challenging for teachers to identify and address effectively in the classroom.This study investigates how lower secondary school biology teachers perceive and manage common misconceptions in genetics. The aim is to explore which misconceptions are most frequent among students and what strategies teachers use to identify them. The study is based on semi structured interviews with six certified biology teachers. Data were analyzed using thematic analysis to identify patterns in teachers experiences and teaching practices. The results show that misconceptions are persistent and often linked to linguistic misunderstandings, such as interpreting “dominant” as “stronger” or “better.” Teachers report that students may appear to understand content based on correct answers but often lack conceptual depth. Teachers also highlight the difficulty of detecting misconceptions without allowing students to express their thinking in their own words. To address these issues, teachers use strategies such as repetition of key concepts, creating cognitive conflict, and relating content to students everyday experiences. Clarifying the difference between scientific and everyday language is emphasized. However, limited time and curriculum constraints often restrict the ability to fully address misconceptions. The study’s didactic implications point to the need for formative assessment practices, a focus on scientific language development, and repeated concept exposure. Professional development that supports teachers in identifying misconceptions in complex and abstract subjects like genetics is crucial for improving students' understanding and scientific literacy,
Mellan bollplank och kunskapsbank. Biologilärares erfarenheter av AI i skolan
Behre, Patrik; Department of Biological and Environmental Sciences; Institutionen för biologi och miljövetenskap
This study explores how biology teachers use AI Large Language Models (LLMs) in their work and teaching. The background addresses the growing presence of LLMs in schools and in biology education, as well as various pedagogical strategies for AI use presented in current research. It also discusses Swedish teachers' general attitudes towards LLMs and the extent to which AI is used in their professional practice. Additionally, the issue of teachers’ workload is examined, along with research on how AI tools might help reduce it. The study adopts a qualitative approach based on semi-structured interviews with seven teachers who teach biology or science at the upper secondary and lower secondary levels. A thematic analysis identified four main themes: Use of LLMs, Impact on Workload, Teachers' Concerns, and Future Possibilities. The results show that biology teachers primarily use LLMs for repetitive tasks during the planning phase, such as generating test questions and practice assignments. Some teachers also integrate LLMs into classroom instruction, where the tools can provide direct feedback and support to students. However, the use of AI in assessment was more limited, and participants expressed differing views on whether AI should play a role in grading. Teachers highlighted that LLMs could help ease their workload, particularly for newly qualified teachers. At the same time, they emphasized that effective use of LLMs can be time-consuming and that the tools may produce unreliable information. These findings are further developed in the study's discussion. The conclusion is that LLMs have the potential to support biology teachers in their professional tasks, but further training is needed to prepare educators for the challenges AI will pose in the school context.
Främjande av elevernas begreppsförståelse i biologi. En intervjustudie om högstadie- och gymnasielärares undervisningsmetoder
Sommad, Suad; Department of Biological and Environmental Sciences; Institutionen för biologi och miljövetenskap
Previous research shows that students may experience difficulties in developing an understanding of concepts in the subject of biology. This can be related to the subject’s level of abstraction and complexity, students’ misconceptions, as well as teachers’ choices of instructional methods. These factors may result in students becoming unmotivated to learn the subject. Since knowledge of concepts constitutes a central part of biology education, it is important for future subject teachers to be able to identify how teachers work to promote conceptual understanding in biology. This qualitative interview study investigates how teachers work to support students understanding of biological concepts. In other words, the study examines which teaching methods teachers report using and how they describe their didactic choices in relation to student motivation. To collect data, seven biology teachers at the lower and upper secondary school levels were interviewed using semi-structured interviews. The transcribed material was analysed using thematic analysis. The 5E- and 7E instructional models, as well as Self-Determination Theory (SDT), were used as frameworks to interpret the results. From the thematic analysis, one key result was identified: teachers’ didactic choices, along with three themes, teacher-centred activities, student-centred activities and activities that include both teacher – and student-centred approaches. The result shows that teachers use a variety of teaching methods and approaches to support students conceptual understanding. Teachers connect concepts to students’ everyday experiences and break down concepts to make them more concrete and easier to understand. They use practical approaches, games and competitions, as well as digital and interactive tools to engage and motivate students to learn the concepts. The findings also indicate that teachers emphasize the importance of varying their teaching methods to reach as many students as possible.
Förutsättningar för laborativ undervisning i naturkunskap. Lärares syn på programtillhörighetens betydelse
Hartelius, Sandra; Department of Biological and Environmental Sciences; Institutionen för biologi och miljövetenskap
The aim of this study is to explore how biology teachers describe their experimental science education and what factors effects how they are implemented. It especially explores the differences between teaching students in vocational and university-preparatory programs in Swedish secondary school. The study is based on interviews with teachers and the material was analyzed by looking for common themes. The results show that teachers are influenced by things like lack of time, limited resources, and not having opportunities to work with half-sized classes. Labs are used not only to explain theory but also to get students more interested by creating meaningful connections to their own interests and experiences. According to the teachers, the biggest differences between the programs are related to student interest, motivation, and the need to make the content meaningful and relevant. Because of this, teachers in vocational programs focus more on showing how the subject connects to everyday life and future jobs. The study shows that teachers make thoughtful choices in their teaching, with the goal of helping students build a basic understanding of science that they can use in everyday life and as a part of society.

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