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Using organizing purposes to support teacher practice
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
2014 (English)Conference paper, Abstract (Other academic)
Abstract [en]

Starting from John Dewey’s principle of continuity and his notions of inquiry (or “empirical method”) and end-in-view we have developed a model of organizing purposes to support teacher practice. This model can be used by teachers to plan, carry out and assess transactions with students and material conditions in relation to purposes. Organizing purposes are of two kinds, namely proximate and ultimate purposes. Proximate purposes are the initial more student-centered purposes, whereas the ultimate purposes are those that students eventually will embrace as a result of the needs to deal with the inquires centered around the proximate purposes. Proximate purposes are evaluated and assessed through a number of criteria that help teachers to see how these purposes give students ends-in-view, and how they are made continuous with the ultimate purposes of a unit. In line with Dewey’s notion of inquiry progression is here understood as the transformation of participation in one activity with proximate purposes into the participation in a new one with ultimate purposes. We discuss how the notion of organizing purposes has been developed by teachers to further their teaching and how it compares to the more essentialist notion of peripheral participation.

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Science Education
URN: urn:nbn:se:su:diva-112358OAI: diva2:778893
4th Swedish Pragmatism Colloquium on Education, Uppsala, Sweden, October 30-31, 2014
Available from: 2015-01-12 Created: 2015-01-12 Last updated: 2015-12-07Bibliographically approved

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Wickman, Per-Olof
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Department of Mathematics and Science Education

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