DIDAKTISKA PERSPEKTIV PÅ EN BILDUNG-ORIENTERAD BIOLOGIUNDERVISNING -en analys utifrån tysk bildningstradition med exempel från biologilärares praktik på folkhögskola

Sammanfattning: Aim: The aim of the study is to show how a Bildung-oriented biology teaching could be designed, along with providing classroom examples of such teaching. In this study, the term Bildung, is defined based on the German Didaktik tradition as competences for self-determination, constructive participation in society, and solidarity. Theory: The study is based om Englund´s thoughts of teaching as didactic choices that express different views of meaning, socialisation, method, and context. This is referred to as companion meanings. Additionally, the theoretical framework is influenced by Gadamer´s thoughts on understanding through dialogue and Klafki´s didactic analysis of educational content for Bildung-orientated approaches. Method: The empirical qualitative study is based on ten semi-structured interviews of biology teachers at Swedish Folkhögskola. Through these interviews, the study explores the companion meanings of Bildung expressed by the teachers Results: In the study, most teachers view dialogue as a central component of their biology teaching. According to their descriptions, dialogue serves as a method to connect content with participants’ life-world experiences, incorporate multiple perspectives, enhance expressive abilities, and deepen understanding of biology. The teachers also provide examples of how dialogue, outdoor teaching, practical work, and focus on socio-scientific issues increase interest in and accessibility of the biology curriculum. Additionally, most teachers emphasize the importance of relationships and cooperative work in their teaching. They express that students gain strength as individuals by participating in a social context. Self-determination is also supported through tools for learning and critical thinking. Various levels of co-determination are mentioned in the interviews. Some teachers discuss the link between biology knowledge and active citizenship. During biology lesson planning, some teachers aim for context, holistic approaches, and subject integration. The results indicates that a biology education designed based on Gadamer’s and Klafki’s thoughts on Bildung has the potential to generate interest in the subject of biology, make the subject matter accessible, deepen biological knowledge, and focus on active citizenship for a sustainable future