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Meningsskapande möten i det naturvetenskapliga klassrummet
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.ORCID iD: 0000-0001-7961-1741
2016 (Swedish)Doctoral thesis, comprehensive summary (Other academic)Alternative title
Meetings of meaning making in the science classroom (English)
Abstract [sv]

Bakgrund Syftet med denna avhandling är att få veta mer om hur elever skapar mening i mötet med innehållet i skolans naturvetenskap. De resultat som presenteras i avhandlingen är resultat som visar hur eleverna uttrycker sig under utvalda interaktioner från naturvetenskaplig undervisning. Elevernas uttryck för meningsskapande jämförs också med vad som tidigare forskning rapporterat som svårt i skolans naturvetenskap. Lärandet betraktas genomgående som en sociokulturell aktivitet.

Metoder För att kunna besvara frågan om hur ett meningsskapande uttrycks har elevernas uttalanden under interaktioner karaktäriserats kvalitativt och med objektet för undervisningen i förgrunden. Datainsamlingen har gjorts med ljud- eller videoinspelningar. Ämnesinnehållet i interaktionerna är i fokus och hur eleverna samtalar om genetik, cellandning, blodomlopp eller genomförandet av en laboration är centralt i avhandlingens delstudier. De deltagande eleverna är från grundskolans årskurs fem, årskurs nio och från gymnasiet.

Resultat Resultaten visar en variation i hur ofta elever diskuterar och uttrycker någon egen mening om de naturvetenskapliga förklaringsmodellerna. När elever konstruerar begreppskartor med utvalda begrepp uttrycker gruppen sitt meningsskapande på sätt som många gånger närmar sig det vetenskapliga. En undervisningsfilm presenterar många vetenskapliga förklaringsmodeller av blodomloppets funktion, men få av dem används av eleverna i det efterföljande samtalet. I interaktioner under laborationer uttrycker elever inte så ofta ett meningsskapande av de naturvetenskapliga förklaringsmodellerna.

Sammanfattning Avhandlingens delstudier ger prov på flera tillfällen när eleverna diskuterar ett meningsskapande av de naturvetenskapliga förklaringsmodellerna. Det finns också exempel när förklaringsmodellerna inte diskuteras, även om de för en skolad naturvetare helt uppenbart presenteras. En viktig faktor för att elevernas naturvetenskapliga meningsskapande ska ske är i studierna om undervisningen uppmärksammar hur naturvetenskapliga förklaringsmodeller knyter samman synliga fenomen med molekylära förklaringar och symboler. En annan faktor är om undervisningen lyfter fram naturvetenskapens sätt att kommunicera. Ytterligare en viktig faktor för att de naturvetenskapliga förklaringsmodellerna ska bli ett verktyg för elevernas meningsskapande är om det nya innehållet knyter an till elevernas tidigare vardagserfarenheter eller erfarenheter från tidigare undervisning.

Place, publisher, year, edition, pages
Umeå: Umeå universitet , 2016. , 85 p.
Series
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 64
Keyword [en]
Science education, interactions, communication, meaning making, peer discussion, scientific ideas, social semiotics, organizational levels
Keyword [sv]
naturvetenskapernas didaktik, kvalitativa studier, biologi
National Category
Didactics
Research subject
educational work
Identifiers
URN: urn:nbn:se:umu:diva-119493ISBN: 978-91-7601-467-7 (print)OAI: oai:DiVA.org:umu-119493DiVA: diva2:921670
Public defence
2016-05-13, Alfhild Agrell-salen, Sambiblioteket, Universitetsbacken 3, Härnösand, 10:00 (Swedish)
Opponent
Supervisors
Funder
Swedish Research Council, 2009-5995Marcus and Amalia Wallenberg Foundation, 2012.0094
Available from: 2016-04-22 Created: 2016-04-20 Last updated: 2016-06-01Bibliographically approved
List of papers
1. Investigation of Peer Discussions on Genetic Concepts
Open this publication in new window or tab >>Investigation of Peer Discussions on Genetic Concepts
2013 (English)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 9, no 1, 82-90 p.Article in journal (Refereed) Published
Abstract [en]

This study is an investigation on how students express their understanding of genetic concepts and their relations during peer discussions. Participants in this study were non-major students from a Swedish upper secondary school. Special attention was paid to how the groups treated the domain- specific vocabulary, how they expressed their understanding of reduction division and how they connected concepts from different biological organization levels. These subject areas have been reported as difficult for students in earlier studies. The results show discussions concerning the three subject areas and in the discussions the students help each other to make the meaning of the genetic concepts clear. The analysis is based on socio-cultural perspectives with focus on how the participants treated the genetic content from the previously presented subject areas in their discussions.

Keyword
science education, peer discussion, genetics
National Category
Didactics
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-119483 (URN)
Available from: 2016-04-20 Created: 2016-04-20 Last updated: 2017-11-30Bibliographically approved
2. Macroscopic Phenomena and Microscopic Particles: Students’ Discussion about Relationships between Central Concepts in Cell Biology
Open this publication in new window or tab >>Macroscopic Phenomena and Microscopic Particles: Students’ Discussion about Relationships between Central Concepts in Cell Biology
(English)Manuscript (preprint) (Other academic)
National Category
Didactics
Identifiers
urn:nbn:se:umu:diva-119524 (URN)
Available from: 2016-04-21 Created: 2016-04-21 Last updated: 2016-04-21
3. Does every cell get blood? Young students’ discussions about illustrations of human blood circulation.
Open this publication in new window or tab >>Does every cell get blood? Young students’ discussions about illustrations of human blood circulation.
2016 (English)In: European Journal of Science and Mathematics Education, ISSN 2301-251X, E-ISSN 2301-251X, Vol. 4, no 2, 161-175 p.Article in journal (Refereed) Published
Abstract [en]

This article presents a study of how groups of young students discuss illustrations of human blood circulation. Transparency is not an innate quality of illustrations, visual information is always coded and interpretations are always related to culture and context. Results of this study are discussed with reference to Kress and van Leeuwens’ theoretical framework on multi-modal communication. Four student groups discussed the human blood circulation with a researcher after the groups had watched an educational film. Data was collected by video recording and an analysis of the group discussions was done by coding the transcripts according to the research questions. The results show how the students mainly discuss human blood circulation on a macroscopic level and that they only partly understand the illustrations from the film. Students showed difficulties to interpret illustrations with a scientific/technical orientation. The students in this study would need more help to find connections between human blood circulation and the content in the film, such as analogies and everyday phenomena, as the results show that the students do not easily connect the different illustrations to each other and they expressed only a few of the scientific ideas from the illustrations in this study.

Keyword
educational film, group discussion, human blood circulation, multi-modality
National Category
Didactics
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-119484 (URN)
Funder
Swedish Research Council, 2009-5995
Available from: 2016-04-20 Created: 2016-04-20 Last updated: 2017-11-30Bibliographically approved
4. Meaning potentials and meaning making during laboratory work
Open this publication in new window or tab >>Meaning potentials and meaning making during laboratory work
(English)Manuscript (preprint) (Other academic)
National Category
Didactics
Identifiers
urn:nbn:se:umu:diva-119525 (URN)
Available from: 2016-04-21 Created: 2016-04-21 Last updated: 2016-04-21

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