UV9357 – Developing education for scientific literacy in a changing world

Schedule, syllabus and examination date

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Course content

Autumn 2020: The course will be held either on University campus or with a digital solution, depending on the COVID-19 situation. All participants will be notified in advance.


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 knowledge about the fostering of relevant, out-of-school competencies in school science. The course will focus on how school science discourses can be studied as they unfold, and provide examples giving evidence of learning. 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 Systemic Functional Grammar (Halliday), and cultural-historical (Vygotskij, 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, 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 autumn 2020
Deadline for registering: Extended to November 1, 2020.


Work format: Lectures, paper-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 comments on papers: 1 credit

Approved participation requires 80% attendance.

Paper drafts are to be submitted in advance and presented during the course.

Papers are to be submitted electronically in Canvas.

More information will be published on the current semester website and Canvas.


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