Mats Lindahl
Biographic Data
| ID | 6507957 |
|---|---|
| NAME | Mats Lindahl |
| GIVEN NAMES | Mats |
| FAMILY NAME | Lindahl |
| SIGNATURE | LINDAHL M |
| AFFILIATIONS | Linnaeus University |
| ORCID | 0000-0001-9132-8615 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 1 |
Authenticity and the relevance of discourse and figured worlds in secondary students' discussions of socioscientific issues
The purpose of this paper is to examine how authenticity influences students' discussions of socioscientific issues (SSI). The students were found to bridge school knowledge and everyday knowledge, i.e. enter a "third space", in their explorative discussions. When the SSI task changed into a decision-making discussion for communication with an authentic stakeholder, the students excluded many perspectives. In the process, authenticity caused a lo…
How do 15–16 year old students use scientific knowledge to justify their reasoning about human sexuality and relationships
In order to advance our understanding about the roles students assign to expert knowledge, the present study addresses how 32 Swedish secondary-school students use their knowledge of scientific disciplines in their reasoning on socioscientific issues (SSI) concerning human sexuality. By analyzing group discussions, students were found to use science either as a sole justification or integrated with other kinds of knowledge. Using expert knowledge…
How do 15–16 year old students use scientific knowledge to justify their reasoning about human sexuality and relationships
In order to advance our understanding about the roles students assign to expert knowledge, the present study addresses how 32 Swedish secondary-school students use their knowledge of scientific disciplines in their reasoning on socioscientific issues (SSI) concerning human sexuality. By analyzing group discussions, students were found to use science either as a sole justification or integrated with other kinds of knowledge. Using expert knowledge…
How do 15–16 year old students use scientific knowledge to justify their reasoning about human sexuality and relationships
In order to advance our understanding about the roles students assign to expert knowledge, the present study addresses how 32 Swedish secondary-school students use their knowledge of scientific disciplines in their reasoning on socioscientific issues (SSI) concerning human sexuality. By analyzing group discussions, students were found to use science either as a sole justification or integrated with other kinds of knowledge. Using expert knowledge…
Authenticity and the relevance of discourse and figured worlds in secondary students' discussions of socioscientific issues
The purpose of this paper is to examine how authenticity influences students' discussions of socioscientific issues (SSI). The students were found to bridge school knowledge and everyday knowledge, i.e. enter a "third space", in their explorative discussions. When the SSI task changed into a decision-making discussion for communication with an authentic stakeholder, the students excluded many perspectives. In the process, authenticity caused a lo…
Education and Critical Thinking Development (2 works) · Pedagogy (2 works) · Psychology (2 works) · Science Education and Pedagogy (2 works) · Sociology (2 works) · Bridge (graph theory (1 work) · Educational Strategies and Epistemologies (1 work) · Educator Training and Historical Pedagogy (1 work) · Gender Studies (1 work) · Gender Studies (1 work)