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Meaning making of precision and procedures in school science
University of Kalmar, Sweden.
2007 (English)In: Canadian Journal of Science, Mathematics and Technology Education, ISSN 1492-6156, E-ISSN 1942-4051, Vol. 8, no 1, 25-34 p.Article in journal (Refereed) Published
Abstract [en]

This article sets out to examine how meaning is made in classroom activities during a science class in lower secondary school. The analysis presented is based on video recordings and observations in a class with 15-year-old students. The findings consist of three themes. First, a great emphasis was put on precision and second, on procedures. Students’ questions and suggestions regarding the lesson content were handled in a way that favored these two components. Third, findings identify precision and procedures as two nonnegotiable features of school science. It is suggested that if the rationales for these features of school science are communicated to students, their participation in, and understanding of, the enterprise are facilitated.

Abstract [fr]

Cet article propose d’analyser comment les signifiés sont créés au cours des activités en classe dans les cours de sciences au premier cycle du secondaire. Notre analyse se fonde sur des enregistrements vidéo et des observations de classe portant sur des élèves de 15 ans. Les résultats portent sur trois aspects. D’abord, une grande importance a été accordée à la précision. Ensuite, ce sont les procédures qui ont retenu notre attention. En effet, les questions et suggestions des étudiants au sujet du contenu des leçons ont été traitées de façon à favoriser ces deux composantes. Troisièmement, les résultats indiquent que la précision et les procédures sont deux aspects non négociables des cours de sciences à l’école. Nous estimons que, si la raison d’être de ces composantes des cours de sciences sont communiquées aux étudiants, cela favorisera leur niveau de participation et de compréhension.

Place, publisher, year, edition, pages
Taylor & Francis, 2007. Vol. 8, no 1, 25-34 p.
National Category
URN: urn:nbn:se:liu:diva-14412DOI: 10.1080/14926150802152194OAI: diva2:23461
Available from: 2007-04-20 Created: 2007-04-20 Last updated: 2015-11-03Bibliographically approved
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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