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Institutional tradition in teachers' manners of teaching
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, Department of Education. (SMED)
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (SMED)
2011 (English)Conference paper, Published paper (Refereed)
Description
Abstract [en]

The purpose of this article is to analyse and describe one teacher’s teaching in relation to established traditions within science education inSweden. The teacher’s manner of teaching is analysed with the help of an epistemological move analysis (EMA). The moves made by the teacher are than compared in a context of educational philosophy and selective tradition. In the analyses the focus is to study the process of teaching and learning in action in institutionalised and socially shared practices.

The empirical material consists of video recordings of four lessons with the same group of students and the same teacher. The students are all in Year7 ina Swedish nine-year compulsory school. During these lessons the students work with a subject area called “Properties of materials”.

The results show that the teacher makes a number of different moves with

regard to how to proceed and come to a conclusion about what the substances are. Many of these moves are special in that they indicate that the students need to be able to handle the procedural level of school science. These moves do not deal directly with the knowledge production process, however, but with methodological aspects. The function of the moves is to switch the students’ attention from one source of knowledge to another. The moves are aimed at helping the students to help themselves, since it is through their own activity and their own thinking that learning takes place. This is characteristic in the teachers’ manner of teaching. When compared in a context of educational philosophy, this manner of teaching has similarities with progressentialism; a mixture of essentialism and progressivism. This educational philosophy is a central aspect of what is called the academic tradition - a selective tradition common in science education inSwedenbetween 1960-1990.

Place, publisher, year, edition, pages
2011.
Keyword [en]
manner of teaching. epistemological moves. educational philosophies. selective tradition
National Category
Educational Sciences
Research subject
Curriculum Studies
Identifiers
URN: urn:nbn:se:uu:diva-165363OAI: oai:DiVA.org:uu-165363DiVA: diva2:473115
Conference
ESERA-European Science Education Resaerch Association
Available from: 2012-01-05 Created: 2012-01-05 Last updated: 2016-05-15

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Lundqvist, EvaAlmqvist, JonasÖstman, Leif

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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Language
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  • en-US
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  • nn-NO
  • nn-NB
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Output format
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  • asciidoc
  • rtf