| 1. |
- Anderhag, Per, et al.
(författare)
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How can teaching make a difference to students’ interest in science? Including Bourdieuan field analysis
- 2015
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Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 10:2, s. 377-380
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Tidskriftsartikel (refereegranskat)abstract
- In this article we respond to the discussion by Alexandra Schindel Dimick regarding how the taste analysis presented in our feature article can be expanded within a Bourdieuan framework. Here we acknowledge the significance of field theory to introduce wider reflexivity on the kind of taste that is constituted in the science classroom, while we at the same time emphasize the importance of differentiating between how taste is reproduced versus how it is changed through teaching. The contribution of our methodology is mainly to offer the possibility to empirically analyze changes in this taste, and how teaching can make a difference in regard to students’ home backgrounds. However, our last two steps of our taste analysis include asking questions about how the taste developing in the classroom relates more widely in society. Schindel Dimick shows how these two steps can be productively expanded by a wider societal field analysis.
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| 2. |
- Anderhag, Per, et al.
(författare)
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Signs of taste for science : a methodology for studying the constitution of interest in the science classroom
- 2015
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Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 10:2, s. 339-368
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Tidskriftsartikel (refereegranskat)abstract
- In this paper we present a methodological approach for analyzing the transformation of interest in science through classroom talk and action. To this end, we use the construct of taste for scienceas a social and communicative operationalization, or proxy, to the more psychologically oriented construct of interest. To gain a taste for science as part of school science activities means developing habits of performing and valuing certain distinctions about ways to talk, act and be that are jointly construed as belonging in the school science classroom. In this view, to learn science is not only about learning the curriculum content, but also about learning a normative and aesthetic content in terms of habits of distinguishing and valuing. The approach thus complements previous studies on students’ interest in science, by making it possible to analyze how taste for science is constituted, moment-by-moment, through talk and action in the science classroom. In developing the method, we supplement theoretical constructs coming from pragmatism and Pierre Bourdieu with empirical data from a lower secondary science classroom. The application of the method to this classroom demonstrates the potential that the approach has for analyzing how conceptual, normative, and aesthetic distinctions within the science classroom interact in the constitution of taste for, and thereby potentially also in the development of interest in science among students.
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| 3. |
- Anderhag, Per, et al.
(författare)
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Taste for science : bridging the Cartesian divide between interest and cognitive learning in science?
- 2015
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Konferensbidrag (refereegranskat)abstract
- Emotions, aesthetics and affect are natural elements in everyday science classroom practice, but our understanding of their role for learning in science is limited. It has been suggested that the epistemological tradition of approaching human conduct as essentially separated intovarious dualisms, such as social-mental, emotion-cognition, fact-value, body-mind and so forth, can explain why affect and learning have received so relatively little attention from the science education research field. This theoretical paper addresses some of these issues by discussing how the concept of taste, which is grounded in the works of Pierre Bourdieu and pragmatism research on aesthetics and learning, can be used for approaching cognition, norms, and values as simultaneously transacted in classroom action.
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| 4. |
- Anderhag, Per, et al.
(författare)
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What can a teacher do to support students’ interest in science? : A study of the constitution of taste in a science classroom
- 2015
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Ingår i: Research in science education. - : Springer Science and Business Media LLC. - 0157-244X .- 1573-1898. ; 45:5, s. 749-784
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Tidskriftsartikel (refereegranskat)abstract
- In this study, we examined how a teacher may make a difference to the way interest develops in a science classroom, especially for students from disadvantaged socioeconomic backgrounds. We adopted a methodology based on the concept of taste for science drawing on the work of John Dewey and Pierre Bourdieu. We investigated through transcripts from video recordings how such a taste is socially constituted in a 9th grade (ages 15–16) science classroom, where there was evidence that the teacher was making a positive difference to students’ post-compulsory school choice with regard to science. Salient findings regarding how this teacher supported students’ interest are summarized. For example, the teacher consistently followed up how the students acknowledged and enjoyed purposes, norms, and values of the science practice and so ensuing that they could participate successfully. During these instances, feelings and personal contributions of the students were also acknowledged and made continuous with the scientific practice. The results were compared with earlier research, implications are discussed, and some suggestions are given about how these can be used by teachers in order to support student interest.
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| 5. |
- Anderhag, Per, et al.
(författare)
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Why Do Secondary School Students Lose Their Interest in Science? Or Does it Never Emerge? A Possible and Overlooked Explanation
- 2016
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Ingår i: Science Education. - : Wiley. - 0036-8326 .- 1098-237X. ; 100:5, s. 791-813
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we review research on how students' interest in science changes through the primary to secondary school transition. In the literature, the findings generally show that primary students enjoy science but come to lose interest during secondary school. As this claim is based mainly on interview and questionnaire data, that is on secondary reports from students about their interest in science, these results are reexamined through our own extensive material from primary and secondary school on how interest is constituted through classroom discourse. Our results suggest the possibility that primary students do not lose their interest in science, but rather that an interest in science is never constituted. The overview indicates that studies relying on interviews and questionnaires make it difficult to ascertain what the actual object of interest is when students act in the science classroom. The possibility suggested should, if valid, have consequences for science education and be worthy of further examination.
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| 6. |
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| 7. |
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| 8. |
- Anderhag, Per, 1971-
(författare)
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Taste for Science : A Bourdieu-Pragmatism Approach to Interest, Aesthetics and Learning
- 2017
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Ingår i: Exploring Emotions, Aesthetics and Wellbeing in Science Education Research. - Cham : Springer. - 9783319433516 - 9783319433530 ; , s. 39-54
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Bokkapitel (refereegranskat)abstract
- In this chapter I discuss how the concept of taste for science may be used for analysing science learning as situated in a social and cultural context. The concept of taste is grounded in pragmatism research and the works of Pierre Bourdieu and was originally developed as an action-oriented methodology for studying how students’ interest in science transforms through classroom talk and action. Through empirical examples coming from previous classroom studies, this chapter demonstrates how taste can be used for exploring how norms, aesthetics and cognition are transacted when students learn science. As argued in this chapter, the methodology may therefore serve as a tool for studying norms, feelings and emotions as intertwined with, rather than separated from, cognition.
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| 9. |
- Anderhag, Per, et al.
(författare)
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The Role of Situated Humour and Joking for Cognitive Learning in the Science Classroom
- 2015
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Konferensbidrag (refereegranskat)abstract
- Previous research in science education reveals that teachers and students use humour when they communicate with each other in a science education context. In this paper we explore consequences of humour for learning in two different contexts of physics education using video-data: a physics classroom in year nine and a group of four undergraduate students learning basic mechanics together. The video data was analysed with practical epistemology analysis (PEA). The findings showed that the participants in situations of cognitive indeterminacy made jokes to clarify how reasoning and actions tallied with the task at hand. These humorous situations positively affected students’ capability to act intentionally towards the aim of the activity and the results show that this way of joking can have positive consequences for student learning. Therefore, humour ought to be viewed as a significant resource for meaning making in the science classroom.
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| 10. |
- Anderhag, Per, 1971-
(författare)
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Uppmärksamma mål, syften och lärande
- 2019. - 1
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Ingår i: Didaktisk utvecklingsdialog. - Lund : Studentlitteratur AB. - 9789144125749 ; , s. 127-128
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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