Dr Karim Hamza

Affiliations:
Email: karim.hamza@mnd.su.se
Phone: +46 8 1207 66 06
Address: Department of Mathematicsand Science EducationStockholm UniversityVisiting address:Svante Arrhenius väg 20A, Stockholm, SE - 109 91 Stockholm, Sweden


Description

My research concerns the development of empirically grounded didactic (in the sense of ‘belonging to the teacher profession' or ‘teacher science') tools or models that may be of use to science teachers in their day-to-day practice. Such "tools for teaching" may range from specific heuristics aimed at teaching certain content, over conceptual frameworks which help teachers plan, conduct, and evaluate their teaching, to more general hypotheses for how to reach certain purposes through different ways of teaching. That these tmodels and ools are empirically grounded requires that (1) they build on detailed analyses of teaching and its consequences for learning, and that (2) they are tested and refined in close collaboration with teachers. For instance, in the project Teaching Traditions and Learning we map the relations between manners of teaching and their consequences for what students learn, and and use these results for modelling teaching in collaboration with teachers. In the three-year project RiskEdu (financed by the Marcus and Amalia Wallenberg Foundation), science education researchers, subject experts, and expert teachers work together to develop both concrete didactic tools snd more general principles and models for teaching about risk assessment in upper-secondary biology and physics courses. Whereas these projects focus on the teaching of school science, in yet two other projects I collaborate with two PhD-students. In one PhD-project, Ilana Kaufmann conducts detailed analyses of the ways in which university chemistry students establish continuity between the different parts of the curriculum, and how university teachers may support the students with this. In the other project, Matti Karlström is studying how pre-service science teachers reason as they plan teaching, how they learn to reflect on their practice also in on-campus courses, and how university teachers may support the teacher students' to develop towards actively reflective practitioners.

Publications

  • Lundegård, I., & Hamza, K. M. (2014). Putting the cart before the horse: The creation of essences out of processes in science education research. Science Education, 98: 127-142
  • Hamza, K. M. (2013). Distractions in the school science laboratory. Research in Science Education, 43: 1477-1499
  • Hamza, K. M., & Wickman, P.-O. (2013). Supporting students' progression in science: Continuity between the particular, the contingent, and the general. Science Education, 97: 113-138.
  • Hamza, K., Piqueras, J., Wickman, P-O., & Angelin, M. 2013. Risk taking and change in a science teacher professional development program. Paper presented at the symposium Using research insights to support teachers' learning and agency to teach science. Chair Christina Siry, University of Luxembourg, European Science Education Research Association, September 2013, Nicosia.
  • Hamza, K. M., & Wickman, P-O. 2009. Beyond explanations: What else do students need to understand science? Science Education, 93: 1026-1049.


Publications_Hamza.pdf (pdf / 145229)
My CV (pdf / 118343)


Projects

RiskEdu - How can teachers support the development of scientific literacy through teaching about risk and risk-assessment?
01/07/2015 - 30/06/2018

Svensk sammanfattning

Förmågan att hantera risker, både på det personliga och samhälleliga planet, är en väsentlig del i vår naturvetenskapliga allmänbildning. Det gäller...


Teaching traditions and learning. Comparative didactic analysis of science education and physical education and health in Sweden, Switzerland and France
01/01/2013 - 31/12/2017
Lärare inom olika ämnestraditioner, ämnen och kontexter undervisar på olika sätt. Trots att lärares sätt att undervisa har visat sig ha stor betydelse för elevers lärande, och trots att mycket pengar, tid och energi lagts på att...

Undervisningstraditioner och lärande

I projektet Undervisningstraditioner och lärande modellerar jag undervisning tillsammans med kollegor i Uppsala utifrån vederagna modeller för att välja syften och innehåll i undervisningen. Vi försöker också modifiera och vidareutvec...


Hur lär sig lärarstudenter att planera och reflektera över sin NO-undervisning?

I detta forskningsprojekt undersöks hur man tillsammans med universitetslärare i NV-didaktik kan utveckla modeller för att hjälpa lärarstudenter att utveckla en välgrundad och reflekterad undervisningspraktik i skolans naturvetenskapliga ämne...


Att lära sig kemi på universitetet

Vi studerar hur studenter i kemi etablerar kontinuitet mellan undervisningens olika delar, och hur universitetslärare kan hjälpa studenterna med detta.

Projektledare: Karim Hamza
Doktorand: Ilana Kaufmann


Collaborating with

Piqueras Blasco, Jesus
I have a background in Ecology, but since 2004 I have been working in research and teaching in Science Education. My research focuses on Science teaching and learning in informal learning settings as museums, science center, botanical gardens and aquariums. Particularly, I have b...
Wickman, Per-Olof

My research interest is in didactics defined as teachers’ professional science. Within this framework I develop conceptual models that education researchers and teachers can use for analysis in planning, realizing and assessing lessons with regard to content, methods and the s...


Collaborators


Last updated on 2017-07-09 at 09:01