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Remembering as access points for scientific literacy
Stockholm University, Faculty of Science, Department of Mathematics and Science Education. (Naturvetenskapsämnenas didaktik)
Stockholm University, Faculty of Science, Department of Mathematics and Science Education. (Naturvetenskapsämnenas didaktik)
2013 (English)In: EARLI 2013 Book of Abstracts, 2013, 1053- p.Conference paper, Abstract (Refereed)
Abstract [en]

A central issue for educational research is how education may contribute to the personal development of children. A condition for developing such classroom practices is that access points to shared experiences are established in the classroom. The aim of this contribution is to illustrate how remembering can be understood as a situated and transformational activity shared by students and teachers in finding access points to scientific literacy. We ask how shared remembering functions as a pedagogical arrangement to make teaching experiences in science available for students’ continued reflection. Memories are often treated in education as entities being stored in the brain and which can be retrieved on demand. When approached from a sociocultural, situative and pragmatic perspective, memory does not come ready-made. Here, we draw on a six-week Chemistry project in primary school. We analyse one episode from a teacher-led group conversation where students report their ‘inquiry-home-work’ on the water-solubility of different food. This pedagogical sequence is an example of an arrangement with a purpose to make inquiry aspects of scientific literacy available to students through remembering. We find that the teacher draws on a broad repertoire of ways to construct a collective narrative of inquiry. The remembering requires joint negotiation of what is to be remembered. This joint negotiation has conceptual consequences in that it is simultaneously a negotiation of what instances qualify as examples of the phenomena of solubility and of what is necessary to make explicit in order to reflect upon the qualities of inquiry work.

Place, publisher, year, edition, pages
2013. 1053- p.
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Research subject
Science Education
URN: urn:nbn:se:su:diva-100088OAI: diva2:691189
15th Biennial Conference EARLI 2013, Munich, "15th Biennial Conference"

Ingick i symposium "Access points to scientific literacy: learning arrangements and students meaning making"

Available from: 2014-01-27 Created: 2014-01-27 Last updated: 2014-01-28Bibliographically approved

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Andrée, MariaWickman, Per-Olof
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