Teikneserie som utgangspunkt for å lære om naturvitskapleg forsking
DOI:
https://doi.org/10.15845/tidlig.v1i1.4816Emneord (Nøkkelord):
naturfag, teikneserie, naturvitenskapens eigenart, sakprosa, didaktikkSammendrag
Denne artikkelen utforskar ei narrativ og grafisk sakprosabok for barn, Stamceller - kroppens superheltar, som utgangspunkt for undervising og læring om naturvitskaplege praksisar og tenkjemåtar, som er eitt av kjerneelementa i naturfaget. Eit utdrag av boka vart analysert med eit rammeverk for naturvitskapens eigenart (Nature of science). Resultata viser at boka inneheld døme frå alle dei tre hovuddimensjonane i Whole Science-modellen, observasjonar, idear og sosiokulturelle forhold, men også at mange sentrale aspekt manglar. Funna tyder på at ei narrativ sakprosabok om dagsaktuell forsking kan vere eigna til undervising om kjerneelementet naturvitskaplege praksisar og tenkemåtar i skulen, så lenge dette blir gjort på ein eksplisitt og refleksiv måte. I artikkelen blir det også skissert nokre forskingsbaserte leseoppdrag knytt til boka.
Using a graphic trade book as an entry point to learn about nature of science
This article explores a graphic non-fiction trade book for children as a point of departure for teaching and learning about ‘scientific practices’, one of the core elements in Norway’s science curriculum. An excerpt from the book Stamceller - kroppens superheltar was analysed using a framework for nature of science (NOS). The findings show that all three dimensions of the Whole Science-model — observational, conceptual and sociocultural — are represented, although central aspects are missing. Overall, the results suggest that graphic non-fiction can be a highly relevant resource for teaching the nature of science in school, provided that it is used in an explicit and reflective manner. The article also outlines some research-based approaches to teaching NOS in connection with the book.
Key words: science education; nonfiction; nature of science; graphic trade book; didactics
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