Lärares syn på intresseväckande undervisning i naturkunskap och biologi. Gymnasielärares synsätt i relation till forskningsbaserade faktorer

Abstract

Students' interest in science subjects has shown a declining trend over a long period of time. Therefore, the purpose of this study is to investigate upper secondary school teachers’ perceptions of the factors that influence students' interest in science and biology. The study includes a research background that defines the concept of interest and outlines the various factors that may affect students’ interest. Additionally, the study involves interviews with five different teachers qualified to teach biology and/or general science at the upper secondary level. These interviews provide insight into the teachers' views on the different factors presented in the research background. The interview guide is constructed based on the study’s research background and focuses on the different aspects discussed therein, particularly theories on situational and individual interest. The results indicate that the teachers are aware of the various factors identified in the research and recognize that these factors influence students’ interest in different ways—such as the impact of practical activities in teaching, the opportunity for students to have some influence over the structure of their lessons, and the teacher’s own level of engagement. However, the interviewed teachers also highlight limitations, such as time constraints and the students’ prior knowledge, which can hinder efforts to develop a stable interest. Overall, the study shows consistency between the teachers’ perceptions and the content presented in the research, but it also points to obstacles in school practice that may hinder this process. For future research, it is suggested that greater focus be placed on students’ perspectives in order to provide a more comprehensive picture of how interest in science subjects develops, including in science and biology. Examining teachers’ perspectives as well has created an opportunity to build a bridge between students and teachers, thereby promoting teaching that is as effective and engaging as possible.