uu.seUppsala University Publications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
A Pragmatist Approach to Meaning Making in Children's Discussions About Gravity and the Shape of the Earth
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education. (SMED)
Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies. (SMED)
Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies. (SMED)
2010 (English)In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 94, no 4, 689-709 p.Article in journal (Refereed) Published
Abstract [en]

During the past few decades, researchers from a cognitive science tradition and a sociocultural perspective on learning have discussed how to understand students’ conceptions of the earth. In this article, some of the questions discussed in this debate are elaborated in relation to meaning-making in educational settings. The aim is to illustrate how an approach built on pragmatism and Wittgenstein’s works makes it possible to take the role of both situation and experiences into account within a sociocultural perspective on learning. In video-recordings of second and fourth-fifth graders working in pairs meaning-making is studied using practical epistemology analysis, i.e. what children talk about as relevant and what experiences they re-actualize when answering questions. By analyzing the role of re-actualization of experience, the role of re-actualization and situation in making questions and problems intelligible and the individuals’ encounters with artifacts and the consequences of this in meaning-making, we elucidate why it is important to consider meaning making in situ as an empirical question. It is concluded that the way questions are made intelligible will direct the meaning-making and when using an artifact to answer questions, it is not the artifact in itself, but the specific use of the artifact that mediates action.

Place, publisher, year, edition, pages
2010. Vol. 94, no 4, 689-709 p.
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:uu:diva-113105DOI: 10.1002/sce.20384ISI: 000278957200005OAI: oai:DiVA.org:uu-113105DiVA: diva2:304708
Available from: 2010-03-19 Created: 2010-01-25 Last updated: 2017-12-12
In thesis
1. 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

Open Access in DiVA

No full text

Other links

Publisher's full text

Authority records BETA

Lidar, MalenaAlmqvist, JonasÖstman, Leif

Search in DiVA

By author/editor
Lidar, MalenaAlmqvist, JonasÖstman, Leif
By organisation
Department of EducationDepartment of Curriculum Studies
In the same journal
Science Education
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 478 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf