Förutsättningar för laborativ undervisning i naturkunskap. Lärares syn på programtillhörighetens betydelse

Abstract

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.