Pojkars och flickors tillgång till talutrymme i det naturvetenskapliga klassrummet

• Student´s access to communication space in the science classroom. This article is about communication in the classroom when science is on the timetable. The text is partly based on previously published results from the SONAT project, which demonstrated to what extent boys and girls choose to respond to closed or open questions from the teacher. Based on excerpts from the video-documented teaching situations, the way in which students can be positioned as knowledgeable or ignorant, in the context of science communication in science lessons during the final year of primary school, is exemplified. The results show that the type of questions posed by teachers affects the extent to which boys and girls choose to answer these questions, and consequently how they are positioned as being knowledgeable or ignorant.

Subject headings

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences (hsv//eng)

Keyword

communication

science education

positioning

gender

Publication and Content Type

ref (subject category)

art (subject category)