UV9357 – Developing education for scientific literacy in a changing world

Schedule, syllabus and examination date

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Course content

The course was postponed from autumn 2020 to spring 2021. New course dates for the lectures have been set to May 31 and June 1 + a paper workshop on September 24, 2021.


Functional scientific literacy has been a long-standing focus in science educational discourses. Scientific literacy embodies students’ understanding of science content in different modes and representations, and the ability to participate in discursive practices in science proper and in tasks and situations which involve scientific knowledge and approaches.

The aim of the seminar is to provide theoretical framings and practice-relevant knowledge about the fostering of relevant, out-of-school, citizenship competencies in and through school science. The course will focus on how school science practices and discourses relevant to democratic citizenship can be studied and fostered in practice. Teaching designs that foster scientific literacy are also central themes. The seminar will focus on:

  • Theoretical framings of scientific literacy; which includes pragmatic (Dewey, Wittgenstein), and cultural-historical (Vygotsky, zone of proximal development) perspectives
  • Frameworks for developing scientific literacy in school science teaching, focusing on authenticity, multiple literacies in integrated instruction designs, and connecting everyday and specialized discourses
  • The design of learning environments supporting students’ development of scientific literacy with empirical examples illustrating design principles, including students’ blended talk and learning. The examples will also illustrate approaches to analysis of students’ discourses.

The course is organized by the research group COSER (Challenges of Sustainability in Educational Research) and the Department of Teacher Education and School Research, Faculty of Educational Sciences.

Learning outcome

Participating students are to develop their understanding and discursive competence through lectures, workshops focusing on questions and discussion, and by using resources (lectures and literature) for paper writing as well as in commenting on peer students’ papers.


This course has been developed for PhD candidates affiliated with the Faculty of Educational Sciences (UV), but others may also apply to participate. As a minimum requirement, all participants must hold at least a Master's degree.

PhD candidates affiliated with the Faculty of Educational Sciences will be given priority and are to register through Studentweb.
Others may apply through web form: registration spring 2021
Deadline for registering: May 1, 2021


Extent: 2-day seminar with plenary lectures and workshop, a one-day workshop, paper assignments, and pre-readings.

For more information please visit the current semester website.



Approved participation and paper: 3 credits. Approved participation without own paper but with prepared, written comments on papers: 1 credit.

Approved participation requires 80% attendance. Paper drafts are to be submitted in advance and presented during the course.

Paper for seminar 2021

In the workshops in May/June, students are to present a draft for comments and supervision of minimum 2000 words. Upload draft no later than May 20. (Participants will receive a task description).

On September 24, 2021 a paper seminar will be held on the revised papers. Papers for this seminar should be uploaded by September 10th. A completed paper (about 5000 words) should be delivered in Canvas by October 22, 2021.

All drafts and final papers are to be submitted electronically in Canvas. More information will be published in Canvas for participants.


Evaluation form

Additional information

From the autumn semester of 2020 this course has a new title. Previous title: Developing functional scientific literacy by school science teaching.

Facts about this course






Every other autumn starting 2018

Teaching language