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- Enghag, Margareta, et al.
(author)
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A sustainable teacher training: approaching more science content and inquiry
- 2012
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In: E-Book Proceedings of the ESERA 2011 Conference. - 9789963700448 ; , s. 49-56
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Conference paper (peer-reviewed)abstract
- How can teachers change the way they teach so students get access to more featuresof inquiry based science teaching and learning? Four teacher educators and researchersworked with five teachers from two schools, to develop tools to analyze teaching sequences.The teachers’ lessons were video-taped on two occasions at least with several weeks inbetween. The films were analyzed and various didactic issues discussed in seminars with theresearchers and the teachers. After the first lesson feedback, the teachers were given thechallenge to make a teaching sequence paying regard to his/her reflections on our seminar andour analysis of the first lesson. We report a case study in which a teacher, Roy, develops histeaching in several respects such as dialogic communicative approaches, writing, and sciencecontent. We compare and analyze two of his lessons: the first on Electricity and the other onthe Water Cycle. The teacher Roy is able to create interesting lessons in which argumentationand debate are included. With the second lesson Roy showed awareness of the significance ofthe science content in the dialogue, and he gave a greater subject-matter depth compared tothe first lesson, as well as a wider variety of scientific ways including experimental work. Thescience content was, however, superficial and vague in both lessons. The difficulty of meetingthe students in dialogue occurs when the teacher’s own knowledge is insufficient. Theteacher’s awareness of the importance of dialogue in the classroom combined with a greaterdepth of subject focus, lead to learning opportunities for students that are of benefit for bothlanguage and science skills.
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| 2. |
- Eriksson, Urban, 1968-, et al.
(author)
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Watching the sky : new realizations, new meanings, and surprizing aspects in university level astronomy
- 2011
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In: E-Book Proceedings of the ESERA 2011 Conference. - Lyon, France : European Science Education Research Association. - 9789963700448 ; , s. 57-63
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Conference paper (peer-reviewed)abstract
- Learning astronomy is challenging at all levels due to the highly specialized form of communication used to share knowledge. When taking astronomy courses at different levels at university, learners are exposed to a variety of representations that are intended to help them learn about the structure and complexity of the Universe. However, not much is known about the reflective awareness that these representations evoke. Using a simulation video that provides a vivid virtual journey through our Milky Way galaxy, the nature of this awareness is captured and categorised for an array of learners (benchmark by results obtained for experts). The results illustrate how the number and nature of new things grounded in dimensionality, scale, time and perspective reflective awareness can too easily be taken for granted by both teachers and learners.
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| 3. |
- Eriksson, Urban, et al.
(author)
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Watching the sky : new realizations, new meanings, and surprizing aspects in university level astronomy
- 2011
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In: E-Book Proceedings of the ESERA 2011 Conference. - Lyon, France : European Science Education Research Association. - 9789963700448 ; , s. 57-63, s. 57-63
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Conference paper (peer-reviewed)abstract
- Learning astronomy is challenging at all levels due to the highly specialized form of communication used to share knowledge. When taking astronomy courses at different levels at university, learners are exposed to a variety of representations that are intended to help them learn about the structure and complexity of the Universe. However, not much is known about the reflective awareness that these representations evoke. Using a simulation video that provides a vivid virtual journey through our Milky Way galaxy, the nature of this awareness is captured and categorised for an array of learners (benchmark by results obtained for experts). The results illustrate how the number and nature of new things grounded in dimensionality, scale, time and perspective reflective awareness can too easily be taken for granted by both teachers and learners.
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| 6. |
- Tytler, Russell, et al.
(author)
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Learning science through engaging with its epistemic representational practices
- 2011
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In: Science Learning and Citizenship. - Lyon : European Science Education Research Association. - 9789963700448 ; , s. 203-217
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Conference paper (peer-reviewed)abstract
- This group of papers explores the development of student understanding and application of the discursive tools of science to reason in this subject, as the basis for classroom practices that parallel scientists’ knowledge production practices. We explore how this account of the disciplinary literacies of science can be enabled through effective pedagogies. The papers draw on research from Australia and Sweden that have overlapping agendas and theoretical perspectives including pragmatism (Peirce 1931-58; Dewey 1938/1997), social semiotics (Kress et al. 2001) and socio-cultural perspectives on language and learning (Lemke, 2004). The papers examine the role of language/multimodal representations in generating knowledge claims in science classrooms, the classroom epistemologies that support learning, and assessment practices from this perspective. A large body of conceptual change research has identified trenchant problems in conceptual learning in science, spawning long-standing and ongoing programs to identify pedagogies to address this. By redefining the problem in terms of language and representation, we aim to offer a way forward to support student engagement and learning in science.
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