Lärares kontextualisering av ämnesinnehåll -Hybrida kontexter i NO-undervisningen
Teachers contextualization of science in schools - hybrid contexts in science teaching
Previous research has shown an increased student interest and enhanced learning when the school science
content is related to other familiar contexts. This is particularly evident in intervention studies, which
aim to integrate the school science content with students’ everyday life. In this article, we analyse how
teachers, in authentic situations, relate science content presented in lesson introductions to other contexts
such as everyday life or other school subjects. The data consists of observations of lesson introductions
in grade nine, from six different schools, in all eight hours of video recordings. The results point to
that teachers adopt a variety of ways in order to integrate the science content to other contexts, such as
relating to students’ everyday life, to different language perspectives or to other school subjects and thereby
initiate hybrid contexts. However, the results indicate that the teachers in this study initiate hybrid
contexts to a low extent and seemingly ad hoc, in the moment. It is likely to believe that if students are to
benefit from contextualization as a means for enhancing interest and learning, learning activities need to
relate science content to other relevant contexts in a more comprehensive way.
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