Research projects

Teaching traditions and learning. Comparative didactic analysis of science education and physical education and health in Sweden, Switzerland and France.

About this project

Project information

Project status

In progress


Marie Öhman

Research subject

Research environments

The aim of the project is to identify educational traditions in different school subjects and analyse the pros and cons of each tradition for student learning. A comparative didactic approach are used: (i) studies in four Swedish school subjects - physics, chemistry, biology and physical education, (ii) comparative studies in these four subjects between Sweden, France and Switzerland. Surveys, interviews and video recordings of teaching are carried out. The analyses focus on how the interactions between teachers and students have consequences for students learning. A particular focus is the relationship between the different teaching methods and students learning. The different educational traditions will then be used in conjunction with practicing teachers to help teachers deal with important didactic choices in their planning.

The project is collaboration within the research environment SMED (Studies of Meaning-making in Educational Discourses) between Uppsala University (Jonas Almqvist, Leif Östman, Per-Olof Wickman), Örebro University, (Marie Öhman, Mikael Quennerstedt), University of Geneva, (Florence Ligozat, Francia Leutenegger) the University of Toulouse (Chantal Amade-Escot, Patrice Venturini, Emmanuelle Forest) and University of Western Bretagne (Gerard Sensevy, Dominique Forest).


Project Research Grant from the Swedish Research Council


Research funding bodies

  • Swedish Research Council


  • Chantal Amade-Escot, University of Toulouse
  • Dominique Forest, University of Western Bretagne
  • Emmanuelle Forest, University of Toulouse
  • Florence Ligozat, University of Geneva
  • Francia Leutenegger, University of Geneva
  • Gerard Sensevy, University of Western Bretagne
  • Jonas Almqvist, Uppsala universitet
  • Leif Östman, Uppsala universitet
  • Patrice Venturini, University of Toulouse
  • Per-Olof Wickman, Uppsala Universitet