Upper Secondary School Science Teachers' Values in Sweden:

Abstract

AbstractThere is a substantial literature in science education research showing that many students experience a lack of relevance in science education. For this reason, science teachers’ selection of content and the way content is treated when exposed to students for learning purposes is an important part of the problem. In this connection, research show that science teachers’ values strongly influence several aspects of teaching and learning science. Therefore, science teachers’ values are important to investigate, to be empirically informed and to be able to develop science education. Accordingly, there is an increased volume of research studies about teachers’ values in science education and their effects. The study presented here is part of a larger national exploration of biotechnology education in upper secondary schools in Sweden and contributes by showing variation in teachers’ values and relations with practice. Theoretically, the study is rooted in a philosophy of science recognizing the potential importance of teachers’ non-epistemic values. Empirically, it is based on surveyed upper secondary school biology teachers’ views of the importance of including value-laden topics in their science teaching. Their responses were analyzed by latent profile analysis and non-parametric testing, to assess the variation in their views and explore associations with several explanatory factors. The results show that the surveyed teachers could be divided into two distinct groups: one favoring inclusion of value-laden topics in their teaching and another (smaller group) opposed to it. The result also shows a variation in teachers’ selection of topics to teach and their teaching approach, as the former group were more inclined than the latter to include value-laden aspects in their teaching which contributes to the research literature. Furthermore, experienced science teachers were overrepresented in the group holding more negative views, a result not reported elsewhere in the research literature. The importance of the results is discussed in relation with the theoretical framing of non-epistemic values and points out the importance to further investigate underlying causes to science teachers’ expressed values and ways that they might vary temporally together with ways that they cluster, as they are shown to be grouped. The result is also discussed in relation with practice in being able to make use of the evidence to develop science education.