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Teaching and learning in the science classroom: The interplay between teachers' epistemological moves and students' practical epistemology
Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
2006 (English)In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 90, no 1, 148-163 p.Article in journal (Refereed) Published
Abstract [en]

The practical epistemology used by students and the epistemological moves delivered by teachers in conversations with students are analyzed in order to understand how teaching activities interplay with the how and the what of students' learning. The purpose is to develop an approach for analyzing the process of privileging in students' meaning making and how individual and situational aspects of classroom discourse interact in this process. Here we especially focus on the experiences of students and the encounter with the teacher. The analyses also demonstrate that a study of teaching and learning activities can shed light on which role epistemology has for students' meaning making, for teaching and for the interplay between these activities. The methodological approach used is an elaboration a sociocultural perspective on learning, pragmatism, and the work of Wittgenstein. The empirical material consists of recordings made in science classes in two Swedish compulsory schools.

Place, publisher, year, edition, pages
2006. Vol. 90, no 1, 148-163 p.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:uu:diva-98105DOI: 10.1002/sce.20092OAI: oai:DiVA.org:uu-98105DiVA: diva2:173288
Available from: 2009-02-11 Created: 2009-02-11 Last updated: 2017-12-13Bibliographically approved
In thesis
1. Undervisningssätt, lärande och socialisation: Analyser av lärares riktningsgivare och elevers meningsskapande i NO-undervisning
Open this publication in new window or tab >>Undervisningssätt, lärande och socialisation: Analyser av lärares riktningsgivare och elevers meningsskapande i NO-undervisning
2009 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The aim of this thesis is to study teachers’ manner of teaching and its role for students’ meaning making. In order to shed light on this interplay, a methodological approach, based on pragmatism, a sociocultural perspective on learning and Wittgenstein’s later works, is developed and applied. As the methodological approach is designed to study meanings as constituted in action, the empirical material consists of conversations between teachers and students. The practice in focus is science education in Swedish compulsory school.

The thesis includes four case studies. In the first study, the method EMA (Epistemological Move Analysis) is developed with the aim of describing teachers’ role for the students’ learning of scientific knowledge. In the second study, another method – CACM (Communication Analysis of Companion Meanings) is developed and illustrated. With CACM, epistemological norms and companion meanings are analysed in order to describe students’ socialisation into a specific practice. In the third study, CACM is used to analyse and describe two central epistemological norms and companion meanings in three teachers’ teaching. The fourth study seeks to describe in full one teacher’s manner of teaching in terms of educational philosophy and selective tradition. Using the developed approach, an analysis of one teacher’s teaching during the course of four lessons is conducted.

The results show that, without prescribing teachers and students a specific view of science, it is both possible and fruitful to study how meanings are constituted in action in classroom practice. At the same time as the students learn scientific knowledge, they are also socialised into specific ways of approaching science. Teachers’ epistemological moves, in encounter with students’ meaning making, play an important role for students’ learning in science as well as about science.

Place, publisher, year, edition, pages
Uppsala: Acta Universitatis Upsaliensis, 2009. 96 p.
Series
Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Social Sciences, ISSN 1652-9030 ; 49
National Category
Pedagogy
Identifiers
urn:nbn:se:uu:diva-9565 (URN)978-91-554-7423-2 (ISBN)
Public defence
2009-03-27, Geijersalen, Hus 6, Humanistiskt centrum, Engelska parken, Thunbergsvägen 3, Uppsala, 10:15 (English)
Opponent
Supervisors
Available from: 2009-03-04 Created: 2009-02-11 Last updated: 2009-03-04Bibliographically approved
2. Erfarenhet och sociokulturella resurser: Analyser av elevers lärande i naturorienterande undervisning
Open this publication in new window or tab >>Erfarenhet och sociokulturella resurser: Analyser av elevers lärande i naturorienterande undervisning
2010 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

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.

Place, publisher, year, edition, pages
Uppsala: Acta Universitatis Upsaliensis, 2010. 90 p.
Series
Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Social Sciences, ISSN 1652-9030 ; 56
Keyword
learning, meaning making, pragmatism, epistemology, science education, laboratory work, teaching
National Category
Didactics Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-121392 (URN)978-91-554-7760-8 (ISBN)
Public defence
2010-05-07, Gunnar Johansson-salen, Blåsenhus (14:K120), von Kraemers allé 1, Uppsala, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2010-04-16 Created: 2010-03-23 Last updated: 2010-06-04Bibliographically approved

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Lidar, MalenaLundqvist, EvaÖstman, Leif

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