Using organizing purposes to support learning progressions: a study of talk in primary science classrooms
(English)Manuscript (preprint) (Other academic)
This study examines how different purposes can support teachers in their work with learning progressions in science in primary school. In the study, we have chosen to use the technical term, proximate purposes, for the student-oriented purposes, and ultimate purposes for the scientific purposes. Together, these two types of purposes form the organizational purposes for the classes. Proximate purposes that work in such a way that students can use their language and make relations to their experiences are described by Dewey as ends-in-view. To examine how organizing purposes can be used to analyse progression, we discuss examples from three different lessons. The study shows the importance of proximate purposes working as ends-in-view and also demonstrates how the teacher and students create continuity in teaching to enable progression.
Research subject Science Education
IdentifiersURN: urn:nbn:se:su:diva-78832OAI: oai:DiVA.org:su-78832DiVA: diva2:544486