Christina Ottander

Christina Ottander
Umeå University | UMU · Department of Science and Mathematics Education

Professor

About

52
Publications
15,774
Reads
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1,404
Citations
Citations since 2017
14 Research Items
585 Citations
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2017201820192020202120222023020406080100120
2017201820192020202120222023020406080100120

Publications

Publications (52)
Article
Full-text available
This study aims to contribute knowledge about obstacles and opportunities for pedagogical continuity in science across early childhood education. We use activity theory to analyse individual interviews and group meetings with teachers from preschool (age 1–5), preschool class (age 6) and grade 1–3 (age 7–9) in three Swedish school units. The teache...
Article
Full-text available
This study used a quantitative deductive approach based on Biesta’s functions of education and Roberts’ curriculum emphases to analyse the purposes that are stressed in the Swedish science syllabuses in lower and upper secondary school. The study shows that the syllabuses advocate multiple purposes both with respect to functions of education and cu...
Article
Full-text available
Teachers’ own voices have been partially missing in science education research on upper primary school (age 10-12). In order to examine views and experiences of teaching science, we interviewed 14 upper primary teachers. They described science teaching as fun, mainly due to the inherent practical work. The same practical work was also identified by...
Article
Full-text available
Living in the anthropocene requires addressing several challenges. New forms of teaching where experiences of problem solving, creativity and innovation strategies are needed and considered important. This Swedish study contributes with knowledge on pre-school children’s creativity processes when working on an authentic, child-initiated sustainabil...
Article
Full-text available
Researchers have provided many arguments for why drawing may contribute to science learning. However, little is known about how teachers in early childhood education (ECE) make use of drawing for science learning purposes. This article examines how teachers’ views and framing of drawing activities influence the science learning opportunities afford...
Article
Full-text available
In this article we analyze preschool teacher students' conversations during the planning of a teaching project concerned with sustainable development. Previous research shows that teaching situations often involve strategies of achieving behavioral change; i.e. teaching “the right way” to handle garbage, and less activities allowing children to val...
Article
In this article, we exemplify and discuss how preschool science education may contribute to Education for Sustainability (EfS). We draw on data from science activities in fourteen Swedish preschools, in which we have previously identified examples of ‘multidimensional science teaching’, hence, teaching that intertwines children’s science learning w...
Conference Paper
Full-text available
In this paper, we will present the first findings from a newly started four years long project financed by the Swedish Research Council, about preschool teaching for sustainable development. More specifically, we will present the work that teachers and researchers are doing together in the project, when formulating didactical dilemmas to elaborate...
Article
Full-text available
This article discusses how preschool teachers, who include a scientific content in their practice, describe their practice and their view of science in preschool. The study is based on 20 interviews in 9 Swedish preschools. The theoretical and analytical framework combine "communities of practice"(Lave & Wenger) and "positioning theory" (Harré & La...
Article
Full-text available
In this study, middle school students’ (8th grade, n = 24) problem-solving processes were investigated while implementing a designbased science learning (DBSL) approach. DBSL tries to incorporate science learning with the processes of engineering design. A DBSL module was developed by the research team within which students were expected to design...
Article
Full-text available
In this study, Activity Theory (AT) is used to analyse general patterns for how cultural and historical factors interact with the shaping of science activities in preschools. Data was produced from field notes, video observations, video stimulated recall group discussions and individual interviews with preschool teachers at fourteen preschool units...
Conference Paper
In recent times there has been increased interest in how issues surrounding science for and with society are conceptualised, presented and discussed in science classrooms in a way that promotes responsible and active citizenship. One approach to enabling this way of teaching science is through socio-scientific inquiry-based learning (SSIBL). To pro...
Article
Full-text available
This article discusses how preschool teachers, who include a scientific content in their practice, describe their practice and their view of science in preschool. The study is based on 20 interviews in 9 Swedish preschools. The theoretical and analytical framework combine "communities of practice"(Lave & Wenger) and "positioning theory" (Harré & La...
Article
Full-text available
This study explores if and how teachers combine practices of science and of preschool (children 1–5 years old) into preschool science practice. Views of knowing may differ between science practices, traditionally associated with masculinity and rationality, and preschool practices, traditionally associated with femininity and caring. Recognising th...
Article
This study uses John Dewey’s theoretical concept of ‘aesthetic experience’ in empirically exploring expressions of cognition and emotion in students’ meaning-making processes. A case study was conducted in one class of Grade 6 students during a single school semester. This article reports results from five outdoor days. The empirical material consi...
Article
Full-text available
With an interest in the role of emotions and values in students’ meaning-making in Environmental and Sustainability Education a case study was carried out in a Swedish school-class with students, 12 years of age. During a six-week thematic group-work focusing environmental and sustainability issues related to food, the students were observed and in...
Article
The aim of this study is to explore how cultural factors interact with preschool teachers’ shaping of activities with science content, and also how Activity Theory (AT) as a theoretical framework can be useful for examining interrelations within preschool systems. Qualitative data was collected from three preschools in the form of guided group disc...
Chapter
In this chapter we elaborate on how science encounters can be used within education for sustainability (EfS) in preschool practice as a means of empowering children to engage with sustainability. We acknowledge recent research arguing for a rethink of what science teaching in preschool can be. Such rethinking involves a shift from viewing science i...
Article
Full-text available
This article presents results from a Swedish exploratory study investigating perceptions of the learning experiences related to education for sustainable development (ESD) by students 10-12 years old. A comprehensive questionnaire with both open and closed questions asking for the students’ cognitive, emotional, practical, social, and situated lear...
Article
The aim of this exploratory, longitudinal study was to describe an overall picture of how perceptions of the teacher role and attitudes toward science and science teaching develop and interact during preschool teacher education, and how this in turn influences behavior when students are engaged in teaching science. Sixty-five students enrolled in a...
Article
Full-text available
This paper presents the results of a study carried out to investigate how 10-12 year old Swedish students understand and value the issue of sustainable development. The responses from openended questions in a questionnaire have been analyzed through a content analysis based on a phenomenographic approach. The results show that there are considerabl...
Article
Full-text available
In this paper we report a study about two teachers’ intentions with integrated science in lower secondary school and how these intentions turn out in their classrooms. The study is based on intention alanalysis of interviews and classrooms observations. The teachers’ intentions are a result of internal and external factors. Internal factors for org...
Article
Full-text available
There is an interest among Swedish teachers to locate teaching outdoors. This study focuses on four teachers in grades 4-6, to explore their intentions and objectives with regular teaching outdoors. Datasources consist of semi-structured interviews, descriptions on successful activities, and reflections on metaphors. The use of intentional analysis...
Article
The research is an investigation of teachers’ experience of working with socio-scientific issues (SSI). A large group of teachers (55) chose one of six cases with the characteristics of SSI and were free to organize the work as they found appropriate. The research focuses on how teachers chose content, organized their work and experienced the stude...
Article
This research project aims to investigate how students in lower secondary school experience work with socioscientific issues (SSI). The six socioscientific cases developed and used in this project are relevant according to characteristics of SSI and to the national curriculum. Approximately 1,500 students in Sweden have worked with one SSI case cho...
Article
Full-text available
According to many documents, there is a strong need to renew science education. One way could be to work with SSI (socio-scientific issues). This paper reports on both students’ and teachers’ experiences and learning when working with socio-scientific issues in science education in secondary school (aged from 13 to 16). The approach is multidimensi...
Article
Laboratory work is considered essential in promoting students’ learning of science and of scientific inquiry. What the students perceive as important to learn from a regular laboratory exercise is probably affected by the teacher’s objectives. We study the extent to which one teacher’s objectives are fulfilled during lab work, and how teacher–stude...
Article
Full-text available
In this paper we describe the results from interviews with science teachers in lower secondary school. The teachers were asked what they wanted to achieve with laboratory work, what difficulties they experienced and if there were any differences between lab work in biology, chemistry and physics. The results show that the teachers wanted lab work t...
Article
Full-text available
In this project, 10-12 year old students in three classes, investigated plant material to learn more about plants and photosynthesis. The research study was conducted to reveal the students' scientific reaso- ning during their work. The eleven different tasks helped students investigate plant anatomy, plant physiology, and the gases involved in pho...
Conference Paper
Full-text available
The purpose of this case study of three laboratory exercises in biology, chemistry and physics is to show how three Swedish secondary school science teachers' objectives for labwork are carried out in practice. What objectives do the teachers put forward for specific laboratory exercises, what objectives appear in supporting laboratory manuals and...
Article
Full-text available
Science labwork give students an opportunity to work with concepts and learn basic skills in natural sciences (Ganiel & Hofstein, 1982). Furthermore, lab and field skills should be seen as a desirable learning outcome, because of their specific utility in employment, research, and for scientific literacy. However, there is concern about the effecti...
Article
Full-text available
We describe a case study of an in-service professional development project with four experienced biology teachers in two upper secondary schools. The objective was to better understand the role of laboratory work (labwork) in science education with a special emphasis on assessment. Research questions include the following: 1. What does the teacher...
Article
Winter-induced inhibition of photosynthesis in Scots pine (Pinns sylvestris L.) is caused by the combined effects of light and freezing temperatures; light causes photoinhibition of photosystem II (Strand & Oquist, 1985b, Physiologic Plantarum, 65, 117–123), whereas frost causes inhibition of enzymatic steps of photosynthesis (Strand & Öquist, 1988...
Article
Photoinhibition of photosynthesis and its recovery were studied in intact barley (Hordeum vuigare L. cv. Gunilla) leaves grown in a controlled environment by exposing them to two temperatures, 5 and 20°C, and a range of photon flux densities in excess of that during growth. Additionally, photoinhibtion was examined in the presence of chloramphenico...
Article
Full-text available
The purpose of this study was to analyse secondary school teachers' goals for laboratory work. What general goals do teachers have for labwork and what goals appear when teachers describe real labwork used in their own teaching? What goals are expressed in the written laboratory instructions? Eleven science teachers in secondary school participated...
Article
Cold acclimation of Scots pine did not affect the susceptibility of photosynthesis to photoinhibition. Cold acclimation did however cause a suppression of the rate of CO2 uptake, and at given light and temperature conditions a larger fraction of the photosystem II reaction centres were closed in cold-acclimated than in nonacclimated pine. Therefore...
Article
Conifers of the boreal zone encounter considerable combined stress of low temperature and high light during winter, when photosynthetic consumption of excitation energy is blocked. In the evergreen Pinus sylvestris L. these stresses coincided with major seasonal changes in photosystem II (PSII) organisation and pigment composition. The earliest cha...
Article
Photoinhibition of photosynthesis was studied in intact barley leaves at 5 and 20°C, to reveal if Photosystem II becomes predisposed to photoinhibition at low temperature by 1) creation of excessive excitation of Photosystem II or, 2) inhibition of the repair process of Photosystem II. The light and temperature dependence of the reduction state of...
Article
Full-text available
In vivo measurements of chlorophyll a fluorescence indicate that cold-hardened winter rye (Secale cereale L. cv Musketeer) develops a resistance to low temperature-induced photoinhibition compared with nonhardened rye. After 7.2 hours at 5 degrees C and 1550 micromoles per square meter per second, the ratio of variable fluorescence/maximum fluoresc...

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Projects

Project (1)
Project
Through an ethnographic approach and discourse analytical theories and methods, the project aims to address the following research questions: 1) How are societal concerns constructed as (ir)relevant in the educational culture of engineering program? 2) How are first-year students socialized into this culture - and how do the students themselves participate in, and/or resist, this socialization process? 3) What opportunities can be identified for changing the culture and/or socialization processes in engineering education so that societal concerns can be constructed as more central in engineering education?