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Building a common platform on students’ participation.
Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
2007 (English)In: Journal of Science Education and Technology, ISSN 1059-0145, Vol. 16, no 5, 369-377 p.Article in journal (Refereed) Published
Abstract [en]

This article sets out to examine how school science activities can encourage students’ participation while supporting a specific science content. One ordinary class with 12-year-old students was chosen and their regular classroom work was studied without intervention and with a minimum of interference. Lessons were video filmed, transcribed and analyzed focussing on the participants’ speech acts. It was found that students’ initiatives and experiences were important parts of their participation. The results show how students’ participation was orchestrated with a science content by means of four different kinds of activities. The activities are called ‘individual inventory of experiences’, ‘building a common platform of experiences’, ‘sharing new experiences’ and ‘concluding a common platform’. The activities form a foundation for participation in human biology topics. For example, to ‘build a common platform of experiences’ seems to level out students’ different prerequisites for participating in subsequent tasks. Furthermore, to ‘conclude a common platform’ implied a checkpoint of the shared new experiences. The activities support students’ tentative use of scientific words as well as their learning of what counts as knowledge in the school science setting. However, it can be questioned if the time spent on each separate activity is necessary or if similar achievements could be made even if some activities were integrated. The question is open for further research.

Place, publisher, year, edition, pages
2007. Vol. 16, no 5, 369-377 p.
Keyword [en]
Science project, Teaching activities, Science learning
National Category
Social Sciences
URN: urn:nbn:se:liu:diva-14411DOI: 10.1007/s10956-007-9063-5OAI: diva2:23460
Available from: 2007-04-20 Created: 2007-04-20
In thesis
1. Students’ participation in the realization of school science activities
Open this publication in new window or tab >>Students’ participation in the realization of school science activities
2007 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [sv]

I denna avhandling visar jag hur elever och lärare genomför NO-verksamhet i grundskolan. Avhandlingen illustrerar hur elevers frågor och uttryckta erfarenheter blir en del av ett etablerat ämnesinnehåll. Syftet med studien är att skapa förståelse för hur två agendor – varav den ena baseras på elevers deltagande och den andra baseras på ett etablerat ämnesinnehåll – orkestreras så att båda agendorna tillgodoses vid genomförandet av NO-verksamheten. Studien bygger på videoobservationer under NOlektioner i skolår 5-9. Analysen visar hur olika aktiviteter i genomförandet av ett NOprojekt orkestrerar elevers frågor och uttryckta erfarenheter med ett naturvetenskapligt innehåll. Analysen visar också hur naturvetenskapens karaktär, the Nature of Science (NOS), kommuniceras som följemening till instruktioner. Vidare illustrerar avhandlingen olika sätt att använda frågor för att överbrygga vetenskapliga och vardagliga sätt att kommunicera. Resultaten visar också olika roller som elevers erfarenheter antar i en NOverksamhet. Resultaten utgör en konkretisering av skolans naturvetenskap, the Nature of School Science (NOSS). Skolans naturvetenskapliga aktiviteter begripliggörs lämpligen om de betraktas utifrån sina egna syften och förutsättningar. I avhandlingen utvecklas begreppet NOSS för att lyfta fram sådana syften och förutsättningar såsom dessa framträder i aktiviteten.

Abstract [en]

This thesis investigates and considers how students and teachers realize school science activities. Students’ questions and accounts of their experiences as they become part of an established science content form the focus of this work. Its purpose is to provide an understanding of how two agendas –one, based on students’ participation and the other, based on the already established science content –are orchestrated so that both are accounted for. The empirical work is based on video-recorded observations in science classrooms. The findings show how different activities in the accomplishment of a school science project orchestrate students’ questions and accounts of experiences with the science content. The findings also show how the nature of science (NOS) is communicated as a by-product of instruction. In addition, different uses of questions for bridging science and everyday ways of communicating are shown in the results. The findings also indicate the different roles that students’ experiences acquire in a school science activity. These results should be seen as a step towards a definition of the nature of school science (NOSS). School science activities become intelligible if we consider them from a basis of their own purposes and prerequisites. The concept of NOSS is described to elicit such purposes and prerequisites as they become apparent in the activity.

Place, publisher, year, edition, pages
Institutionen för samhälls- och välfärdsstudier, 2007
Studies in Science and Technology Education, ISSN 1652-5051 ; 8
Science education, School science, NOS, NOSS, Nature of science, Nature of school science, Naturvetenskapernas didaktik, NO-undervising, NOS, NOSS
National Category
urn:nbn:se:liu:diva-8772 (URN)978-91-85831-99-9 (ISBN)
Public defence
2007-05-23, A137, Kocken, Barlastgatan 11, University of Kalmar, Kalmar, 13:00 (English)
Available from: 2007-04-20 Created: 2007-04-20 Last updated: 2009-12-03

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