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It’s her body: When students’ argumentation shows displacement of content in science classroom
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
2012 (English)In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 42, no 6, 1121-1145 p.Article in journal (Refereed) Published
Abstract [en]

This paper approaches learning as a response instead of the acquisition of something previously expected. More specifically, it describes a process of argumentation on socioscientific issues in a classroom situation in school science amongst 15-year-old students in Sweden. The analysis of an argumentation on abortion in a science classroom highlights how science content becomes relevant to students’ experiences, but also how the students’ unique voices shift focus and cause displacement of the science content. The analysis demonstrates some of the tensions and possible conflicts that may lead to the exclusion of different voices. This paper argues that focusing the research or education on questions that argumentation brings to light creates interesting educational opportunities to identify and incorporate the students’ experiences in the classroom. The results indicate, however, that students’ spontaneous acts lead to some difficulties in finding a point of contact with the rational discourse of science education.

This article approaches learning as a response to something. It illustrates what happens when the voices of the rational discourse of science education meet the voices of the unexpected. More specifically, it describes a process of argumentation on socio-scientific issues in a classroom situation in school science among 15-year-old students in Sweden. The analysis of an argumentation on abortion in the science classroom highlights the deliberative educational questions present, and identifies occasions where students’ unique voices and displacement of content are welcomed. The analysis also demonstrates tensions and possible collisions that may lead to the exclusion of different voices. This paper argues that focusing on the deliberative educational questions in research and education on argumentation creates interesting educational opportunities to meet the unexpected. The results indicate, however, that students' spontaneous acts lead to some difficulties in finding a point of contact with the rational discourse of science education.

Place, publisher, year, edition, pages
2012. Vol. 42, no 6, 1121-1145 p.
Keyword [en]
Argumentation, displacement, conflict of interest, continuity, science education, tension
National Category
Didactics
Research subject
Science Education
Identifiers
URN: urn:nbn:se:su:diva-55966DOI: 10.1007/s11165-011-9237-2ISI: 000310540600005OAI: oai:DiVA.org:su-55966DiVA: diva2:407816
Available from: 2011-04-01 Created: 2011-04-01 Last updated: 2017-12-11Bibliographically 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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