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Classroom meaning making with text: Practical epistemology analysis of lab work instructions
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (SMED)
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences. (SMED)
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences. (SMED)
2011 (English)Conference paper, Published paper (Refereed)
Description
Abstract [en]

In this article, a method for investigating the role of texts in student meaning making is developed. A central methodological standpoint in the article is that texts get their meaning in encounters with the users and it is shown how this can be studied by using the pragmatist approach practical epistemology analysis. The practical epistemology approach is combined with a transactional theory of reading, a theory that puts emphasis on the contributions of both text and the reader in the two-way, dynamic process of reading. The texts analyzed in this study are laboratory instructions. The empirical material is made up of video recordings from a science education class in year 7 and 8, doing laboratory work from written instructions. On many occasions in practical work, the laboratory guide plays an important role for the students’ activities and the opportunities for learning they get. Instructional texts are often supposed to be easy to understand and unproblematic to use. However, by focusing on different problematic situations that may arise when students are expected to follow laboratory instructions it is possible to discuss the different meanings that can arise in the encounter between student and text. In laboratory work, many more actions than those comprised in the instructional text are necessarily performed. Consequently, the way students are able to make the instructions intelligible will direct their further meaning making. With analyses of practical epistemology we can show that students need to know procedures, a certain attentiveness and to re-actualize relevant knowledge to be able to follow the instruction in a way that leads to the expected and relevant results in terms of learning.

Place, publisher, year, edition, pages
2011.
Keyword [en]
meaning making, lab work, instructions, reading, epistemology
National Category
Educational Sciences
Research subject
Curriculum Studies
Identifiers
URN: urn:nbn:se:uu:diva-160426OAI: oai:DiVA.org:uu-160426DiVA: diva2:450914
Conference
ESERA, European Science Education Research Association
Available from: 2011-10-24 Created: 2011-10-24 Last updated: 2016-05-15Bibliographically approved

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Lidar, MalenaAlmqvist, JonasÖstman, Leif

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CiteExportLink to record
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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