Erfarenhet och sociokulturella resurser: Analyser av elevers lärande i naturorienterande undervisning

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Fältnamn	Indikatorer	Metadata
000		04311nam a2200517 4500
001		oai:DiVA.org:uu-121392
003		SwePub
008		100323s2010 \| \|\|\|\|\|\|\|\|\|\|\|000 \|\|swe\|
020		a 9789155477608q print
024	7	a https://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-1213922 URI
040		a (SwePub)uu
041		a sweb eng
042		9 SwePub
072	7	a vet2 swepub-contenttype
072	7	a dok2 swepub-publicationtype
100	1	a Lidar, Malena,d 1973-u Uppsala universitet,Pedagogiska institutionen4 aut0 (Swepub:uu)maper461
245	1 0	a Erfarenhet och sociokulturella resurser :b Analyser av elevers lärande i naturorienterande undervisning
264	1	a Uppsala :b Acta Universitatis Upsaliensis,c 2010
300		a 90 s.
338		a electronic2 rdacarrier
490	0	a Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Social Sciences,x 1652-9030 ;v 56
520		a 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.
650	7	a SAMHÄLLSVETENSKAPx Utbildningsvetenskapx Didaktik0 (SwePub)503022 hsv//swe
650	7	a SOCIAL SCIENCESx Educational Sciencesx Didactics0 (SwePub)503022 hsv//eng
650	7	a SAMHÄLLSVETENSKAPx Utbildningsvetenskapx Pedagogik0 (SwePub)503012 hsv//swe
650	7	a SOCIAL SCIENCESx Educational Sciencesx Pedagogy0 (SwePub)503012 hsv//eng
653		a learning
653		a meaning making
653		a pragmatism
653		a epistemology
653		a science education
653		a laboratory work
653		a teaching
653		a Subject didactics
653		a Ämnesdidaktik
653		a Education
653		a Pedagogik
653		a Pedagogik
653		a Education
700	1	a Östman, Leif,c Professoru Uppsala universitet,Institutionen för didaktik4 ths
700	1	a Riis, Ulla,c Professoru Uppsala universitet,Pedagogiska institutionen4 ths
700	1	a Almqvist, Jonas,c Universitetslektoru Uppsala universitet,Institutionen för didaktik4 ths
700	1	a Jakobsson, Anders,c Docentu Malmö högskola,4 opn
710	2	a Uppsala universitetb Pedagogiska institutionen4 org
856	4	u https://uu.diva-portal.org/smash/get/diva2:305220/FULLTEXT01.pdfx primaryx Raw objecty fulltext
856	4 8	u https://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-121392

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