@article {88,
	title = {EXPERIENCES AND THEIR ROLE IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {March/2005},
	type = {Original article},
	chapter = {31-39},
	abstract = {This study focuses what role re-actualized experiences may have in a school science setting. Observations were done in two Swedish schools with emphasis on teacher centred lessons. Data consist of field notes, recordings and documents. Two major themes of the results can be highlighted. First, the teachers{\textquoteright} and pupils{\textquoteright} mutual interest in pupils{\textquoteright} re-actualized experiences. Second, the limited elaboration of those. These issues are discussed due to teachers{\textquoteright} work with different purposes. We call that teachers{\textquoteright} orchestration of multiple agendas in science education. Re-actualized experiences appear to become means for motivating pupils in their work with different tasks in order to make them cope.
    The results of this study indicate a difference, compared to what Bergqvist (1990) reports on students posing questions. Here the immediate concern neither seemed to be inductive learning nor to find any correct answers, as in Bergqvist{\textquoteright}s study. Instead the task including writing questions and formulation of so called hypotheses promoted the re-actualization of experiences. The task connects the classroom activity to pupils{\textquoteright} previous experiences. The ways of dealing with re-actualized experiences seem to have been appropriated in a way that a limited elaboration has become sufficient. Expressed in other words, we could say that an agenda concerning time and the progress of lessons towards other content areas, sometimes become crucial. In other cases an agenda of considering safety becomes crucial. Although time seem to be at stake, it has to be stressed that re-actualized experiences might become relevant in a not necessarily expected way.},
	keywords = {experience, learning science, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481049603.pdf},
	author = {Mattias Lundin and Mats Lindahl}
}
