Att skapa en känsla för evolution – högstadieelevers epistemiska känslor och meningsskapande om naturligt urval
DOI:
https://doi.org/10.61998/forskul.v13i2.24322Nyckelord:
epistemiska känslor, evolution, formativ intervention, förundran, grundskolaAbstract
Denna artikel bygger på resultat från ett samverkansprojekt där en högstadielärare och forskare gemensamt genomförde formativa interventioner för att undersöka epistemiska känslor – särskilt förundran – som pedagogiskt verktyg i undervisning om evolutionära processer. Förundran beskrivs ofta som en känsla med stor potential att stärka elevers engagemang och förståelse av naturvetenskap. Trots detta finns det få empiriska studier som har undersökt fenomenet i autentiska klassrumssammanhang. I denna studie analyserades ljud- och videoinspelningar av en lektion som utformats för att främja upplevelser av förundran. Genom kvalitativ innehållsanalys i kombination med multimodal interaktionsanalys identifierades hur elever skapade mening om, och uttryckte känslor i relation till undervisningens innehåll. Resultaten visar att eleverna resonerade mer djupgående kring begreppen konkurrens, variation och anpassning – processer som de även visat känslomässigt engagemang inför. Studien belyser den pedagogiska potentialen i att skapa utrymme för epistemiska känslor i undervisning om komplexa naturvetenskapliga processer.
To create a sense of evolution – lower secondary school students' epistemic emotions and meaning-making about natural selection
This study is based on a collaborative project in which a lower secondary science teacher and researchers carried out formative interventions to explore epistemic emotions—particularly wonder—as a pedagogical tool in teaching evolutionary processes. Wonder is frequently highlighted as an emotion with strong potential to enhance students’ engagement in and understanding of science. However, few empirical studies have examined this phenomenon in authentic classroom settings. By using qualitative content analysis combined with multimodal interaction analysis of an audio- and video-recorded lesson designed for wonder, the study identified how students made meaning of and expressed emotions in relation to the subject matter. The results show that students engaged in more in-depth reasoning around the concepts of competition, variation, and adaptation—processes that also evoked emotional engagement. The study highlights the pedagogical potential of intentionally creating space for epistemic emotions in the teaching of complex scientific processes.
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