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Elevimpulser och lärarresponser: Betydelsen av lärares återkoppling för undervisningens diskurs och elevernas meningsskapande i undervisning om sociovetenskapliga dilemma
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.ORCID iD: 0000-0003-1901-4982
2018 (Swedish)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, no 3, p. 285-298Article in journal (Refereed) Published
Abstract [sv]

Today teachers face an increased challenge in listening to classroom discourses and students’ areas ofinterest to let these coincides with the overall teaching purpose by feedback. Present study explorehow classroom communication can be modeled to allow this. The socio-scientific-issues raised wereat the same time aimed at creating relevance in the students’ social life as giving a respond to thecurriculum. The data consisted of recordings from science lessons in grade 7 and 8 in Sweden. To makevisible the tension that occurred between different discourses and displacement of power in theconversations, practical epistemological analysis has been made. This resulted in a categorization offive different ways the teacher is taking care of and reconnects the students’ impulses in relation tothe overall purpose. Consequently, this study is offering opportunities for teachers to, in a consciouslymanner, reflect on different strategies for discourse feedback in teaching.

Place, publisher, year, edition, pages
2018. Vol. 14, no 3, p. 285-298
Keywords [en]
Classroom discourse, socioscientific issues, feedback
National Category
Didactics
Research subject
Education
Identifiers
URN: urn:nbn:se:su:diva-164904DOI: 10.5617/nordina.5873OAI: oai:DiVA.org:su-164904DiVA, id: diva2:1280677
Note

Engelsk titel: Student impulses and teacher feedback. The relevance of teacher feedback for the classroom discourse and students’ meaning making in teaching on socio-scientific issues

Available from: 2019-01-20 Created: 2019-01-20 Last updated: 2019-02-13Bibliographically approved
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