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Representations as mediation between purposes as junior secondary science students learn about the human body
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
Number of Authors: 42018 (English)In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 40, no 2, p. 204-226Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to investigate students' meaning-making processes of multiple representations during a teaching sequence about the human body in lower secondary school. Two main influences are brought together to accomplish the analysis: on the one hand, theories on signs and representations as scaffoldings for learning and, on the other hand, pragmatist theories on how continuity between the purposes of different inquiry activities can be sustained. Data consist of 10 videotaped and transcribed lessons with 14-year-old students (N = 26) in Sweden. The analysis focused instances where meaning of representations was negotiated. Findings indicate that continuity is established in multiple ways, for example, as the use of metaphors articulated as an interlanguage expression that enables the students (and the teacher) to maintain the conversation and explain pressing issues in ways that support of the end-in-view of the immediate action. Continuity is also established between every day and scientific registers and between organisation levels as well as between the smaller parts and the whole system.

Place, publisher, year, edition, pages
2018. Vol. 40, no 2, p. 204-226
Keywords [en]
Biology education, multiple representations, epistemic practices, pragmatism
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:su:diva-156034DOI: 10.1080/09500693.2017.1407464ISI: 000428299900005OAI: oai:DiVA.org:su-156034DiVA, id: diva2:1203716
Available from: 2018-05-04 Created: 2018-05-04 Last updated: 2018-05-04Bibliographically approved

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