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- Wikman, Susanne, 1963-, et al.
(författare)
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Emergent learning of stereochemistry during active engagement with multimodal semiotic resources.
- 2019
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Ingår i: ESERA'19, 13th Conference of European Science Education Research Association, Bologna, Italy, August 26-30.
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Konferensbidrag (refereegranskat)abstract
- In disciplinary learning classrooms, access to an intended object of learning gets constituted through the affordance of discerned disciplinary relevant aspects, which are typically distributed across several semiotic systems and their resources. This characterization means that classroom learning can fruitfully be seen as a function of getting to be able to interpret and use the meaning potential of these disciplinary-specific semiotic systems and their resources. The aim of this presentation is to use characterization as a framing to make a theoretical link to the complex system notion of emergenceas characterized for educational practices by Davis & Sumara. The data environment is interactive learning with stereochemistry molecular-structure identification exercises, which takes place during a five-week introductory level organic chemistry course. The data environment is chosen because of the appresent dynamics that the stereochemistry curriculum presents – the disciplinary relevant aspects are microscopic and thus their discernment and affordance require semiotic mediating to facilitate access to the disciplinary relevant aspects that are appresent. The analysis shows how, through semiotic transduction, students in group-work situations combine disciplinary convention with their own alternative invention to create semiotic resources that they are able to engage with in a meaningful way, both concretely and visually.
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| 2. |
- Airey, John, et al.
(författare)
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Bilingual Scientific Literacy...
- 2008
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Ingår i: Paper presented at Canadian Society for the Study of Education Conference 31 May-3 June 2008, University of British Columbia.
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Konferensbidrag (refereegranskat)
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- Bossér, Ulrika, 1976-, et al.
(författare)
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Challenges faced by teachers implementing socio-scientific issues as core elements in their classroom practices
- 2015
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Ingår i: European Journal of Science and Mathematics Education. - : Bastas Publications. - 2301-251X. ; 3:2, s. 159-176
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Tidskriftsartikel (refereegranskat)abstract
- Teachers may face considerable challenges when implementing socio‐scientific issues (SSI) in their classroom practices, such as incorporating student‐centred teaching practices and exploring knowledge and values in the context of socio-scientific issues. This year‐long study explores teachers’ reflections on the process of developing their classroom practices when implementing SSI. Video‐recorded discussions between two upper secondary school science teachers and an educational researcher, grounded in the teachers’ reflections on their classroom practices, provided data for the analysis. The results show that during the course of the implementation the teachers enhanced their awareness of the importance of promoting students’ participation and supporting their independence as learners. However, the results also suggest a conflict between the enactment of a student‐centred classroom practice and the achievement of intended learning goals. In order to accept the challenge of implementing SSI in the classroom, it is suggested that it is essential for teachers to build strategies, which integrate dialogue about learning goals.
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| 8. |
- Bossér, Ulrika, 1976-
(författare)
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Exploring the complexities of integrating socioscientific issues in science teaching
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Socioscientific issues, SSI, can briefly be described as societal issues in which science plays a role. Dealing with SSI in science education is a means to prepare and empower students for active and responsible participation in a complex, democratic society. The implementation of SSI-based teaching calls for classroom practices in which scientific evidence alongside for example social and ethical perspectives are considered. Discourse-based teaching activities are emphasized as a means to provide opportunities for students to practice negotiations of SSI and explore diverse viewpoints on the issues. Dealing with SSI in science teaching is recognized as a challenging task for science teachers. This thesis aims to provide knowledge to support the implementation of SSI-based science teaching. Three studies involving two upper secondary school science teachers are performed to achieve this aim. The first study makes use of video-stimulated discussions to investigate the two teachers’reflections on their classroom practices while they implement SSI throughout an academic year. The second study utilizes the concept positioning as a tool to identify and describe the ways in which one teacher’s interactions with students during group work make available different parts for the students to play as participants, when dealing with SSI in the classroom. The third study makes use of the concept communicative approach to investigate how the two teachers’ management of classroom discussions sets conditions for the consideration of multiple perspectives relevant to SSI, including the students’ viewpoints. The results provide knowledge useful when making considerations about the design and enactment of teaching activities in relation to specific educational goals. The results suggest that a specific challenge with designing and enacting SSI-based teaching activities is to balance between controlling and directing the teaching activities to promote specific learning goals and providing space for students’ participation and perspectives. The results of employing the analytical tools elucidate how this challenge can play out in classroom practice and contribute with knowledge of the ways in which teachers’ discursive practices play a role in addressing this challenge. Strategies to support teachers’ implementation of SSI-based teaching that take account of teachers’ existing practices are discussed.
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| 10. |
- Bruun, Jesper, et al.
(författare)
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Network analysis and qualitative discourse analysis of a classroom group discussion
- 2019
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Ingår i: International Journal of Research and Method in Education. - Abingdon-on-Thames : Routledge. - 1743-727X .- 1743-7288. ; 42:3, s. 317-339
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Tidskriftsartikel (refereegranskat)abstract
- A new methodology is proposed for qualitative discourse analysis (QDA) aimed at gaining enhanced insights into learning possibilities and indicators that arise during classroom group discussions. The constitution of this new methodology has two principle components: a discourse analysis approach that aims to identify the relationships between content and group dynamics; and a network analysis (NA) approach that uses the same data to identify meaning-related structural dynamics found in the data. The proposed methodology pairs these two components to create a supplementary iterative interchange that facilitates the attainment of greater analytic insights than are achievable by either of the two components individually. The critical aspects of the methodology are illustrated and discussed using real classroom data in ways that provide a procedural exemplar. The strengths and limitations of the proposed methodology are also discussed.
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