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The power within the 'didactical contract': An exploration of questions in science and technology classrooms
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. (UMSER)
Department of Education, Uppsala University.
Department of Education, Uppsala University.
2015 (English)Conference paper, Abstract (Refereed)
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.

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URN: urn:nbn:se:umu:diva-108443OAI: diva2:853056
European Science Education Research Association (ESERA 2015), 31 August - 4 September, 2015, Helsinki, Finland
PIST: Power, knowledge and identity in science and technology classrooms: Teachers´ enactments of disciplinary discourses as establishing inclusion and exclusion
Swedish Research Council
Available from: 2015-09-11 Created: 2015-09-11 Last updated: 2016-08-31Bibliographically approved

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Berge, Maria
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