"It's Her Body". When Students' Argumentation Shows Displacement of Content in a Science Classroom

Autor/inn/en	Orlander Arvola, Auli; Lundegard, Iann
Titel	"It's Her Body". When Students' Argumentation Shows Displacement of Content in a Science Classroom
Quelle	In: Research in Science Education, 42 (2012) 6, S.1121-1145 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-011-9237-2
Schlagwörter	Persuasive Discourse; Classroom Environment; Foreign Countries; Science Instruction; Adolescents; Secondary School Science; Student Attitudes; Conflict; Equal Education; Student Experience; Social Attitudes; Sweden + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Klassenklima; Unterrichtsklima; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schülerverhalten; Konflikt; Studienerfahrung; Social attidude; Soziale Einstellung; Schweden
Abstract	This paper approaches learning as a response instead of the acquisition of something previously expected. More specifically, it describes a process of argumentation on socioscientific issues in a classroom situation in school science amongst 15-year-old students in Sweden. The analysis of an argumentation on abortion in a science classroom highlights how science content becomes relevant to students' experiences, but also how the students' unique voices shift focus and cause displacement of the science content. The analysis demonstrates some of the tensions and possible conflicts that may lead to the exclusion of different voices. This paper argues that focusing the research or education on questions that argumentation brings to light creates interesting educational opportunities to identify and incorporate the students' experiences in the classroom. The results indicate, however, that students' spontaneous acts lead to some difficulties in finding a point of contact with the rational discourse of science education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10