Subject-based teaching and learning

Research on subject-based teaching and learning is based on three questions: what will the education entail, how will this content be made available to the pupil and why should certain content be taught in a certain manner.

Research on subject-based teaching and learning provides us with knowledge on subject characteristics and how these affect learning. It constitutes a bridge between subject theory, i.e., the subject material, and learning as such, something that is crucial if we are to understand the conditions of subject teaching and be able to improve it. This separates subject-based teaching and learning from teaching, which is more focused on people's learning in general.

In the same way that school subjects have various characteristics and conditions, research on subject-based teaching and learning has various knowledge interests, questions and methods depending on the subject that is studied. All research into subject-based teaching and learning is multidisciplinary in nature, in that it is linked to a number of research and method traditions in the field of educational sciences.

Research on subject-based teaching and learning is conducted at Linköping University within several different subjects and forms of schooling. There is a forum for subject-based teaching and learning which works with university-wide matters of subject-based teaching and learning.



Technology and Science Education Research - TESER

Technology and Science Education Research – TESER – is a research unit in science and technology education research that was initiated in 2011.

An arm wearing a black shirt and a watch is pointing to math problems written with black pen on a whiteboard

Teaching and learning statistics at the secondary level

Research shows that it is challenging for students to learn statistical concepts and methods. Teachers need preparedness and tools to be able to support their students. The project therefore studies the teaching and learning of statistics.

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Language, tools and representations

This research area focusses on these tools and representations and what opportunities for learning science they present. We also examine how new types of tools change learning in the natural sciences in and of itself.