DIDAKTISKA PERSPEKTIV PÅ EN BILDUNG-ORIENTERAD BIOLOGIUNDERVISNING -en analys utifrån tysk bildningstradition med exempel från biologilärares praktik på folkhögskola
Abstract
Aim: The aim of the study is to show how a Bildung-oriented biology teaching could
be designed, along with providing classroom examples of such teaching. In this
study, the term Bildung, is defined based on the German Didaktik tradition as
competences for self-determination, constructive participation in society, and
solidarity.
Theory: The study is based om Englund´s thoughts of teaching as didactic choices that
express different views of meaning, socialisation, method, and context. This is
referred to as companion meanings. Additionally, the theoretical framework is
influenced by Gadamer´s thoughts on understanding through dialogue and
Klafki´s didactic analysis of educational content for Bildung-orientated
approaches.
Method: The empirical qualitative study is based on ten semi-structured interviews of
biology teachers at Swedish Folkhögskola. Through these interviews, the study
explores the companion meanings of Bildung expressed by the teachers
Results: In the study, most teachers view dialogue as a central component of their biology
teaching. According to their descriptions, dialogue serves as a method to connect
content with participants’ life-world experiences, incorporate multiple
perspectives, enhance expressive abilities, and deepen understanding of biology.
The teachers also provide examples of how dialogue, outdoor teaching, practical
work, and focus on socio-scientific issues increase interest in and accessibility
of the biology curriculum. Additionally, most teachers emphasize the
importance of relationships and cooperative work in their teaching. They
express that students gain strength as individuals by participating in a social
context. Self-determination is also supported through tools for learning and
critical thinking. Various levels of co-determination are mentioned in the
interviews. Some teachers discuss the link between biology knowledge and
active citizenship. During biology lesson planning, some teachers aim for
context, holistic approaches, and subject integration. The results indicates that a
biology education designed based on Gadamer’s and Klafki’s thoughts on
Bildung has the potential to generate interest in the subject of biology, make the
subject matter accessible, deepen biological knowledge, and focus on active
citizenship for a sustainable future
Degree
Student essay
Collections
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Date
2024-03-26Author
Degerstedt, Christina
Keywords
Biology teaching
didactic strategies
companion meanings
Bildung
dialogue
citizenship
democracy
Language
swe