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Learning to “see” chemical reactions in classroom laboratory activities
Stockholm University, Faculty of Social Sciences, Department of Education. (Kunskapskulturer och undervisningspraktiker)ORCID iD: 0000-0003-0764-5728
Linköpings universitet.
Linköpings universitet.
2013 (English)In: Science Education, ISSN 0036-8326, E-ISSN 1098-237XArticle in journal (Refereed) Submitted
Abstract [en]

The issue of this article is what chemistry specific seeing is made available for students to develop during laboratory activities. Using a sociocultural perspective seeing is understood as a culturally developed ability - what is possible for us to see depends on what tools we master in a specific practice. Language is considered to be the most powerful mediating tool.  In this study, we analyse what chemistry specific seeing is mediated to students during a session of experiments. As an analytical tool we use a dual-pronged model: generalspecific aspects and macro levelsub-micro level. The results indicate that the “seeing” that is mediated to the students tends to involve only specific aspects at macro level. During the review of the experiments the specific aspects on sub-micro level were given little attention, but with no clear reference to the observations the students did during the practical work. Consequently, the students were given little guidance towards a scientific way of seeing during the observed session of experiments.

Place, publisher, year, edition, pages
Hoboken: John Wiley & Sons, 2013.
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Research subject
URN: urn:nbn:se:su:diva-85861OAI: diva2:585185
Elevtexter och läromedel som redskap för kemilärande - en jämförelse av No-undervisning i svenska och finlandssvenska skolor
Swedish Research Council, 1416901
Available from: 2013-01-09 Created: 2013-01-09 Last updated: 2016-01-25

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Eriksson, Inger
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