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
Supporting students’ progression in science: Continuity between the particular, the contingent, and the general
Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik. (NV)
Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik. (NV)
2013 (engelsk)Inngår i: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 97, nr 1, s. 113-138Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In this paper, we analyze the relation between particular, contingent, and general aspects of a school science activity and show how they are intertwined in nontrivial ways as students give explanations for how a real galvanic cell works during conversations with a researcher. The conversations were examined by using practical epistemology analysis, which made it possible to follow students’ meaning making in detail. The analysis revealed interactions between generic explanations of electrochemistry and the distinctions and correlations that were connected to particulars and contingencies of the galvanic cell. Consequences of these interactions amounted to becoming reminded of knowledge one had come across before, being able to connect distinctions of particular features of the cell to generalized chemical explanations, and realizing which aspects may be excluded from the account. The results indicate that learning in science needs to be approached more as a contingent process than as something that progresses along one particular dimension. They show how students appropriate the sociocultural tools of science and how they situate what they learn in both the particular features of the activity and in the relevant science. Hence, there is a need for more inclusive accounts of how students progress toward increased competency in science.

sted, utgiver, år, opplag, sider
Wiley-Blackwell, 2013. Vol. 97, nr 1, s. 113-138
Emneord [en]
teaching, learning, chemistry, secondary, high-school, explanation, contingency, progression, pragmatism
HSV kategori
Forskningsprogram
naturvetenskapsämnenas didaktik
Identifikatorer
URN: urn:nbn:se:su:diva-85936DOI: 10.1002/sce.21042ISI: 000312731400005OAI: oai:DiVA.org:su-85936DiVA, id: diva2:585556
Prosjekter
How can teachers aid students towards scientific reasoning?
Forskningsfinansiär
Swedish Research Council, 2004-1444Riksbankens JubileumsfondKnut and Alice Wallenberg FoundationTilgjengelig fra: 2013-01-10 Laget: 2013-01-10 Sist oppdatert: 2017-12-06bibliografisk kontrollert

Open Access i DiVA

Fulltekst mangler i DiVA

Andre lenker

Forlagets fulltekst

Søk i DiVA

Av forfatter/redaktør
Hamza, KarimWickman, Per-Olof
Av organisasjonen
I samme tidsskrift
Science Education

Søk utenfor DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric

doi
urn-nbn
Totalt: 124 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