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Science student teachers' use of communicative support to make meaning of abstract phenomena in the area of energy
Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences. (FontD)ORCID iD: 0000-0002-6859-1420
2008 (English)Conference paper (Refereed)
Abstract [en]

This study aims to describe what kind of communicative support student teachers use to concretise abstract phenomena in the content area of energy. Three student teachers attending the teacher training program at a university for Swedish primary school were asked to associate energy with other concepts in two interviews; the first interview before and the second after a four weeks teaching practice where the students taught the content of energy. The analysis of the transcribed interviews showed that the students used three different kinds of experiences to make meaning: examples from everyday life, examples from science and examples from own studies of science. The results indicate that the communication support functions both as a facilitator of communication as well as a support for the students’ own learning. The use of communication support was more frequent in the second interview, after the four weeks of teaching practice. To integrate experiences as a communicative support is suggested as a way to develop a scientific language.

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Social Sciences
URN: urn:nbn:se:liu:diva-60378OAI: diva2:356515
Available from: 2010-10-12 Created: 2010-10-12 Last updated: 2016-08-31Bibliographically approved

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Stolpe, Karin
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Learning, Aesthetics, Natural scienceFaculty of Educational Sciences
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ReferencesLink to record
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