umu.sePublikasjoner
Endre søk
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
The power within the 'didactical contract': An exploration of questions in science and technology classrooms
Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. (UMSER)
Department of Education, Uppsala University.
Department of Education, Uppsala University.
2015 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

The aim of this study is to further contribute to the understanding of the role that teachers may have for learning in science. We are interested in how teacher-student interaction can be understood as simultaneously contributing to meaning making and producing power relations. In particular, focus is on how questions are used by the teachers, since this gives an insight into which knowledge that is privileged in the situation (Wertsch 1991), in other words what is included and excluded. The study draws on eleven video recorded lessons of physics and technology teaching, with students aged 13-17. The teachers’ actions were coded in relation to the students’ interactions, following how practical epistemological analysis considers interactions as a language game where people create meaning together (Lidar et al. 2006). In a second stage, the analysis focused on how ‘epistemological moves’ are functional in constituting a ‘didactical contract’, that is ‘the (specific) set of behaviours of the teacher which are expected of the students and the set of behaviours of the student which are expected by the teacher’ (Brousseau & Warfield 1999). The main outcome of the study is the development of a conceptual framework for analysing the simultaneous constitution of knowledge and power in the classroom. The teachers’ actions affect students’ learning opportunities in the sense that the questions govern the didactical contract of a physics or technology lesson. Our analyses foreground relations between teaching practices and students’ learning opportunities within the physics and technology classroom: what is considered as important and relevant for the subject and the lesson, which in turn is seen as foundational in constituting power relations in classrooms.

sted, utgiver, år, opplag, sider
2015.
HSV kategori
Identifikatorer
URN: urn:nbn:se:umu:diva-108443OAI: oai:DiVA.org:umu-108443DiVA, id: diva2:853056
Konferanse
European Science Education Research Association (ESERA 2015), 31 August - 4 September, 2015, Helsinki, Finland
Prosjekter
PIST: Power, knowledge and identity in science and technology classrooms: Teachers´ enactments of disciplinary discourses as establishing inclusion and exclusion
Forskningsfinansiär
Swedish Research CouncilTilgjengelig fra: 2015-09-11 Laget: 2015-09-11 Sist oppdatert: 2018-06-07bibliografisk kontrollert

Open Access i DiVA

Fulltekst mangler i DiVA

Personposter BETA

Berge, Maria

Søk i DiVA

Av forfatter/redaktør
Berge, Maria
Av organisasjonen

Søk utenfor DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric

urn-nbn
Totalt: 304 treff
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf