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Epistemological norms and companion meanings in science classroom communication
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
2009 (English)In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 93, no 5, 859-874 p.Article in journal (Refereed) Published
Description
Abstract [en]

In this paper, we describe two central epistemological norms related to the importance of making investigations and to scientific language and its logic. These norms have been identified in empirical material consisting of 200 video-recorded lessons in three different science classes. With regard to the learning of science and socialization, we discuss and problematize these norms in the context of science learned at school and the nature of science. A methodological approach has been developed and used to analyze and identify the role that teachers' actions play in which epistemology students adopt in their meaning making and to highlight which view of science this usage represents. The approach consists of a combination of three methodologies: practical epistemology analyses, epistemological move analyses, and analyses of companion meanings. This combination produces communication analysis of companion meanings. The theory is based on pragmatism, sociocultural approaches to learning, and the later works of Wittgenstein. The companion meanings described in the empirical material indicate that if students learn the identified norms without any explicit problematization, they will only view science as rational and inductive in character and exclude alternative views from the practice.

Place, publisher, year, edition, pages
2009. Vol. 93, no 5, 859-874 p.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:uu:diva-98107DOI: 10.1002/sce.20334ISI: 000268973700005OAI: oai:DiVA.org:uu-98107DiVA: diva2:173290
Available from: 2009-02-11 Created: 2009-02-11 Last updated: 2016-05-15Bibliographically 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

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Almqvist, JonasÖstman, Leif

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