Mer än bara kantareller: didaktiska metoder för undervisning om svampriket

Abstract

Fungi are fundamental to ecosystems and human life, yet they remain underrepresented in biology education. Students often hold misconceptions about fungi which limits their understanding of key biological and environmental processes. Moreover, teachers’ awareness of both their own and students’ misconceptions is essential for accurate and meaningful instruction. This systematic literature review examines how teaching about fungi can be designed to promote upper secondary students’ learning, knowledge, and understanding of the fungal kingdom. Peer-reviewed studies in biology education were systematically selected and analyzed for relevance, methodological quality, and didactic potential. The findings indicate that teaching approaches combining both theoretical and practical methods foster deeper conceptual understanding and long-term retention. Inquiry-based models like the 5E Learning Cycle and Project-Based Learning (PjBL) are particularly effective, as they integrate exploration and reflection. Teaching about fungi that enhances students’ learning, knowledge, and understanding can also strengthen their scientific literacy when connected to social and environmental issues. A balanced integration of theory and practice thus supports students’ motivation, engagement, and comprehensive understanding of the fungal kingdom’s significance in nature and society.