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Questions as a tool for bridging scientific and everyday language games
University of Kalmar, Sweden.
2007 (English)In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 2, no 1, 265-279 p.Article in journal (Refereed) Published
Abstract [en]

Research has shown how students can shift between different ways of communicating about natural phenomena. The point of departure in this text is that school science comprises science ways to communicate as well as everyday ways to communicate. In school science activities transitions, from for example everyday ways to explain to science ways to explain, occur and the purpose of this paper is to show what role questions play in these transitions. Data consists of video observations of a group of 24 students, 15 years of age, doing their ordinary school science work without my interference in their planning. Relevant conversations including questions were transcribed. The analysis was made by examining the establishment of relations between utterances in the transcribed conversations. Relations that bridge science and everyday language games are described in the results. Questions that were formulated in an everyday language game illustrate the difficulties of making transitions to a science language game. Without teacher guidance, students’ questions are potential promoters for making the topic drift and to develop into something totally different from the topic as planned by the teacher. However, questions promote transitions to an everyday language game. These can be used by teachers for example to adjust an everyday explanation and guide students in making science knowledge useful in daily life.

Place, publisher, year, edition, pages
2007. Vol. 2, no 1, 265-279 p.
Keyword [en]
Meaning making, Science education, Questions, Everyday explanations, Science explanations
National Category
URN: urn:nbn:se:liu:diva-14413DOI: 10.1007/s11422-006-9043-8OAI: diva2:23462
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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