18 SES 13 JS, Teaching Traditions and Learning in Physical Education and Science Education (Part 2)
Symposium Joint Session NW 18 with NW 27 continues from 18 SES 12 JS
The aim of this paper is to identify and discuss similarities and differences between the curricula in Science Education in Sweden, France and Switzerland in order to provide the background of future analyses of actual classroom practices in these countries that we will perform in the next stage of our project (Almqvist, 2012). Ligozat (2011) showed that the logics of the classroom actions in teaching mathematics rely upon certain pedagogical/ideological pre-constructs and teaching habits, that can be partially related to curriculum texts and teaching materials. Östman (1996) found three different teaching traditions in Science Education from Swedish textbooks analyses: the academic tradition spreads the idea that the mere products and methods of science are worth to be taught. The applied tradition focuses on explanations about usual technical objects and to increase the students’ autonomy in their everyday life. The moral tradition opens up to the relationship between science and society and makes students think about the decisions that they will have to make as future citizens. The goal of this paper is to identify how much space each of these traditions takes up within the curriculum texts of the three countries. In this regard, our analyses take into account the following dimensions: 1) The goals of science education as presented in the global recommendations of the curricula; 2) The organization and division of the content itself. 3) The learning outcomes expected from the students in terms of concepts, skills and/or scientific literacy requirements (Venturini & Tiberghien, 2012) and 4) the teaching methods expected from the teacher. Through all these criteria, it is possible to identify certain teaching traditions in the French, Western Swiss and Swedish curricula. Indeed, we could notice that the academic tradition is rather strongly embedded in the three cases, whereas the applied and the moral traditions are present in a more obvious way in the Swedish Curriculum.
Almqvist, J. (2012). Teaching traditions and learning. Comparative didactic analysis of science education and physical education and health in Sweden, Switzerland and France -. Project funded by the Swedish Research Council (2013-2018). Ligozat, F. (2011). The Determinants of the Joint Action in Didactics: the Text-Action Relationship in Teaching Practice. In B. Hudson & M. A. Meyer (Éd.), Beyond fragmentation: Didactics, Learning and Teaching in Europe (p. 157 176). Opladen & Farmington Hills MI: Barbara Budrich Publishers. Östman, L. (1996). Discourses, discursive meanings and socialization in chemistry education. Journal of Curriculum Studies, 28(1), 37 55. Venturini, P., & Tiberghien, A. (2012). Potential Learning Outcomes Inferred from French Curricula in Science Education. In S. Bernholt, K. Neumann, & P. Nentwig (Eds.), Making It Tangible - Learning Outcomes in Science Education (pp. 475–509). Münster: Waxmann.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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