The general aim of this paper is to discuss the relation between different manners of teaching and students’ learning process in a science education practice. This relation will be studied with a certain focus to discuss how teachers’ epistemological moves make students’ participation possible or restricted. Teachers make a lot of choices about the scientific content and it is important to recognise that every choice has potential consequences for the students learning, participation and socialisation. In this text participation will be understood as a way of letting students take part not only in learning facts and statements about scientific issues, it is also about taking part in different perspectives and evidences. Within analyses of teachers’ epistemological moves and students’ practical epistemology it is possible to discuss teachers’ distribution of power in the classroom. Teachers’ distribution of power in the classroom is a way to deal with students’ participation.
The analysis is done from a sociocultural perspective on learning with inspiration from pragmatism and Wittgenstein’s later work. The empirical material consists of video recorded science lessons in comprehensive school.
Keywords: epistemological moves, science content, participation, powerdistribution