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- Danielsson, Anna, et al.
(författare)
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Power and Knowledge in the Technology Classroom: The Development and Illustration of a Conceptual Framework
- 2014
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Ingår i: Presentation at ECER 2014, "The Past, the Present and Future of Educational Research in Europe", Porto, September 2-5.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper explores the constitution of power and knowledge in science and technology classrooms. A deepened examination of the teaching of science and technology is partly motivated by these subjects high status in society, how they portrayed as crucial both for the individual, in order to function in an increasingly technologically advanced society, and for the society at large, while finding it increasingly difficult to attract interest among the youth .
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- Danielsson, Anna, 1978-, et al.
(författare)
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Studying Power and Knowledge in the Technology Classroom: Towards a Conceptual Framework
- 2014
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Ingår i: BERA Annual Conference 2014.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper reports on an empirical exploration of the constitution of power and knowledge in science and technology (S&T) classrooms. A deepened examination of the teaching of S&T is partly motivated by high status of these subjects in society, how they are portrayed as crucial both for the individual, in order to function in an increasingly technologically advanced society, and for the society at large, while finding it increasingly difficult to attract interest among the youth. The aim of this paper is to develop and illustrate the use of a conceptual framework for exploring how power relations are constituted in the technology classroom – in terms of what Foucault (1982/2002) conceptualises as ‘actions upon actions’ (p. 340) – by the research questions: 1) How are teacher actions communicating how and what knowledge is privileged in the classroom? 2) How is this knowledge privileging establishing power relations, in terms of possibilities for student actions? The conceptual framework makes use of practical epistemological analysis (Wickman & Östman 2002) as an analytical tool for describing teacher actions that involves a privileging of a certain educational content. Furthermore, it also utilises an adaptation of Brousseau’s (1997) concept ‘didactical contract’ that includes a Foucauldian conceptualisation of power. The empirical design relies on a purposive sampling of classrooms, documenting classroom activities using video recordings. This paper will illustrate the use of the conceptual framework, by an analysis of a case of three lessons in one Swedish technology classroom in grade 8. The topic of these lessons concerns solid and stable constructions. The pupils work in smaller groups with construction of bridges, a very common activity when working with this topic in Swedish classrooms. The first stage of the analysis focuses the actions initiated by the teacher, through the identification of epistemological moves (Lidar et al. 2006), such as instructional or confirming moves. In a second stage, the analysis focuses on how these ‘moves’ are functional in constituting a ‘didactical contract’, that is ‘the (specific) set of behaviours of the teacher which are expected of the students and the set of behaviours of the student which are expected by the teacher’ (Brousseau & Warfield 1999, p. 47). In summary, we argue that the investigation of how power and knowledge interrelate in moment-to-moment interactions in the classroom may provide additional clues to how micro-inequalities, adding up to patterns of exclusion in S&T (Rosser 2012), occur in the classroom context.
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- Lidar, Malena, 1973-, et al.
(författare)
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The Transformation of Teaching Habits in Relation to the Introduction of Grading and National Testing in Science Education in Sweden
- 2020
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Ingår i: Research in science education. - : Springer Science and Business Media LLC. - 0157-244X .- 1573-1898. ; 50:1, s. 151-173
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden, a new curriculum and new methods of assessment (grading of students and national tests) in science education were introduced in grade six in 2012/2013. We have investigated what implications these reforms have for teachers’ teaching and assessment practices in order to explore the question of how teachers transform their teaching habits in relation to policy reforms. Interviews with 16 teachers teaching science in Y6, over three years after the reforms were introduced, were analyzed. Building on the ideas of John Dewey, we consider teachers’ talk about their everyday practice as expressions of their habits of teaching. Habits of teaching are related both to individual experiences as well as institutional traditions in and about teaching. A categorization of educational philosophies was used to teachers’ habits of teaching to a collective level, and to show how habits can be transformed and developed over time in specific sociocultural contexts. The teachers were categorised as using essentialist and/or progressivist educational philosophy. In the responses to the introduction of grading and national testing, the teachers took three approaches: their habits being reinforced, revised or unchanged in relation to the reforms. Although the responses were different, a striking similarity was that all teachers justified their responses with wanting to do what is best for students. However, how to show care for students differed, from delivering scientific knowledge in alignment with a essentialist educational philosophy, to preparing students to do well on tests, to supporting their development as individuals, which is in alignment with a progressivist educational philosophy.
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- Bengtsson, Stefan L., 1978-, et al.
(författare)
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Positioning controversy in environmental and sustainability education
- 2024
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Ingår i: Environmental Education Research. - 1350-4622 .- 1469-5871. ; , s. 1-27
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Tidskriftsartikel (refereegranskat)abstract
- This study delves into the intricate dynamics of controversial issues in environmental education, challenging conventional notions. It explores the relationship between “controversy” and the field of environmental education, elucidating its multifaceted dimensions in and ambitions of teaching practice. In dialogue with previous research and based on our empirical study, we contend that controversy’s existence transcends the mere content of education and extends to its perceived fundamental core and normative underpinnings. We argue that controversy, including controversial sustainability issues (CSIs), is not confined to educational content alone but encompasses the purposes of education. We propose that controversy in educational encounters cannot be neatly categorized as a fixed, predictable social product and is not solely dependent on student interaction. This challenges earlier research positions that linked controversy to the presence of debate or dissensus in a subject area. Our study challenges the traditional understanding of controversy, highlighting its partial spontaneity and unpredictability in teaching. This contrasts previous positions that emphasized the epistemic dimension of controversy. Instead, our findings suggest that controversy plays an active role in the process of self-formation or subjectification in relation to any content.
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- Lidar, Malena, 1973-
(författare)
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Erfarenhet och sociokulturella resurser : Analyser av elevers lärande i naturorienterande undervisning
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis contributes to the knowledge about the role of sociocultural resources in students’ learning in Science Education. In the analyses, both individual experiences and situation are taken into account. Different sociocultural resources – the teacher, artefacts and texts – that students encounter in educational settings are focused with the aim to study what role they play for which meaning making is made possible and relevant. To study these encounters, a pragmatist approach called practical epistemology analysis – i.e. an analysis of what students use as relevant information, valid questions and relevant attentiveness – is used and advanced. The empirical material consists of video recordings from Science Education classrooms in Swedish compulsory school. The first paper is an introduction to the line of work subsequently performed. In the second paper, a method for analysing the role of teaching for students’ meaning making – epistemological moves analysis – is developed and illustrated. This method focuses on those actions of the teacher that have a function of influencing what direction students’ learning takes. In the third paper, the practical epistemology approach is applied in order to clarify, within a sociocultural understanding of learning, the role of the interplay between students’ prior experiences and the use of artefacts in students’ meaning making. In the fourth paper, the practical epistemology approach is applied as a method for investigating the role of instructional texts in laboratory settings for students’ meaning making. The thesis shows how individual continuity can be understood and analysed within a sociocultural perspective on learning. The developed methods make it possible to study learning as constituted in action without ascribing teachers, artefacts or texts a pre-determined meaning prior to their use in a practice. The results show that the way sociocultural resources are made intelligible by the students shapes the conditions for further meaning making.
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- Östman, Leif
(författare)
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Att undersöka värden i handling
- 2007
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Ingår i: Erfarenheter av pragmatism. - Lund : Studentlitteratur. - 9789144029214 ; , s. 231-260
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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