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Bodily experiences in secondary school biology
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
2011 (English)In: Cultural Studies of Science Education, ISSN 1871-1510, Vol. 6, no 3, 569-594 p.Article in journal (Refereed) Published
Abstract [en]

This is a study of teaching about the human body. It is based on transcribed material from interviews with 15-year old students and teachers about their experiences of sex education and from recordings of classroom interactions during a dissection. The analysis is focused on the relationship between what students are supposed to learn about the biological body and their expressed experiences and meaning making of bodies in the schoolwork. The results indicate that the negotiations associated with the encounters between the bodies of the classroom (student, teacher, and animal bodies) are important for what directions meaning making takes and what students are afforded to learn about bodies, biologically as well as in terms of values. We suggest that these negotiations should be taken into account at schools, be regarded as an important part of the learning processes in science education and in that way open up for new possibilities for students’ meaning making.

Place, publisher, year, edition, pages
Dordrecht: Springer Netherlands , 2011. Vol. 6, no 3, 569-594 p.
Keyword [en]
Transaction, human body, values, aesthetics, bodily experiences, meaning making
National Category
Educational Sciences
Research subject
Didactics
Identifiers
URN: urn:nbn:se:su:diva-43001DOI: 10.1007/s11422-010-9292-4OAI: oai:DiVA.org:su-43001DiVA: diva2:352880
Available from: 2010-09-23 Created: 2010-09-23 Last updated: 2011-10-21Bibliographically approved
In thesis
1. Med kroppen som insats: Diskursiva spänningsfält i biologiundervisningen på högstadiet
Open this publication in new window or tab >>Med kroppen som insats: Diskursiva spänningsfält i biologiundervisningen på högstadiet
2011 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
The Body at Stake : Discursive Tensions in Secondary School Biology Teaching
Abstract [en]

This thesis takes its departure in 15-year-old students’ learning about the human body. During a semester I followed most of the sciences taught in one class of grade 9 students. I have chosen to illustrate lessons and analyse using the influence of feminists perspectives different situated actions in this science classroom practice, thereby raising a number of didactic questions focusing on the limits and possibilities of school science teaching. With the help of different analytic tools I have made close readings of transcribed situations presented in four studies.

The results show ways in which science content becomes relevant to students’ experiences, but also how students’ unique voices may shift focus from the expected science content. Overall, the results show how some discursive performances that are often taken for granted in science education are filled with explicit and implicit norms about how things should be for example in relation to femininity and masculinity. These performances may affect how students come to regard themselves and the world around them. However, the results also point out opportunities for changing these discursive performances. One way of doing this, which emerges from my results, is to create possibilities for acts in situations of equal subject positions, where different kinds of positions are welcomed. This is an approach where the content of science education involves and transforms the experiences of students’ social lives, where students’ actions in encounters with the differences are regarded as an important part of meaning making. Therefore, I suggest that ongoing negotiations in teaching should be taken into account, be regarded as a significant part of the learning processes and, through this, open up new possibilities of widening what kind of meaning making becomes available for the students. This, in turn, may create a space with unimagined ethical opportunities by paying attention to disparities, i.e. to others who may act from a different logic than we are used to, in other words: welcoming and involving differences.

Place, publisher, year, edition, pages
Stockholm: Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, Stockholms universitet, 2011. 96 p.
Keyword
Science education, human body, basic facts, reproduction, values, meaning making, situated acts, bodily experiences, transactional bodies, gender, masculinity, femininity, images, relational, inclusion, exclusion, displacement, tension, embodiment, discourse
National Category
Didactics
Research subject
Science Education
Identifiers
urn:nbn:se:su:diva-55948 (URN)978-91-7447-258-5 (ISBN)
Public defence
2011-05-20, sal G, Arrheniuslaboratorierna, Svante Arrhenius väg 20 C, Stockholm, 13:00 (Swedish)
Opponent
Supervisors
Note
At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Papers 2, 3 and 4: Manuscripts.Available from: 2011-04-28 Created: 2011-03-31 Last updated: 2011-05-26Bibliographically approved

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Orlander, Auli ArvolaWickman, Per-Olof
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