Companion meanings in classroom communication
2007 (English)Conference paper (Refereed)
The aim of this study is to illustrate an approach for analysing views of science which are communicated by different manners of teaching, and discuss what consequences these manners may have for students’ learning of specific ways of approaching science in the learning process. Scientific literacy is a way to describe what kind of science content and views of science that schools should offer students. An important aspect of scientific literacy is the idea of power distribution (Geddis 1998). In order to make students take part in the decision making processes in society it is necessary that they experience that their engagement is important for solving socio-scientific problems. Such an experience can be offered in the science classroom. In order to make scientific communication possible to analyse, we are going to use the concept of companion meaning (Roberts & Östman 1998). The study contribute to the discussion about possibilities and limitations in manners of teaching science, a discussion about how different moves from the teacher may have consequences for the students learning of both science and the “view of science”. The empirical material consists of video recordings from science classroom situations in a Swedish compulsory school.
Place, publisher, year, edition, pages
integrated science education, scientific literacy, lower secondary school, teaching sequences, classroom
Research subject Education
IdentifiersURN: urn:nbn:se:uu:diva-11307OAI: oai:DiVA.org:uu-11307DiVA: diva2:39075
Contribution to the ESERA conference in Malmö, Sweden, August 21-25 2007.