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Learning from young experts: a study of the interplay between students and young experts in a biology lab
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
House of Science, Sweden.
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
2008 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In the present study we present the preliminary results of an analysis on the interplay between upper secondary students and novice experts in biotechnology in a laboratory activity at the school resource centre the House of Science. We used an analysis of epistemological moves developed by Lidar, Lundqvist and Östman (2006) as a methodological approach to analyze the connection between the experts’ teaching practices and students’ meaning making. In thirteen out 23 interplays, assistants’ epistemological moves helped the students to achieve one of the purposes of the practical. We could identify several kinds of epistemological moves used by the assistants which had an effect on the students’ practical epistemologies. We also found that the assistant’s epistemological moves could be experienced in different ways by different students in the group. Our results are preliminary but it seems clear that assistant do not spend sufficient time with the groups to help them satisfactorily. It was, however, noticeable that the authority of the assistant as an expert in the field is easily accepted by the students.

Place, publisher, year, edition, pages
2008. 1-5 p.
National Category
Didactics
Identifiers
URN: urn:nbn:se:su:diva-28136OAI: oai:DiVA.org:su-28136DiVA: diva2:222285
Conference
2008 National Association of Research in Science Teaching International Conference. Impact of Science Education Research in Public Policy
Available from: 2009-06-09 Created: 2009-06-08 Last updated: 2017-03-06

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