Representations as Mediation between Purposes as Junior Secondary Science Students Learn about the Human Body

Autor/inn/en	Olander, Clas; Wickman, Per-Olof; Tytler, Russell; Ingerman, Åke
Titel	Representations as Mediation between Purposes as Junior Secondary Science Students Learn about the Human Body
Quelle	In: International Journal of Science Education, 40 (2018) 2, S.204-226 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Olander, Clas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1407464
Schlagwörter	Human Body; Video Technology; Scaffolding (Teaching Technique); Foreign Countries; Teaching Methods; Science Instruction; Secondary School Students; Interlanguage; Inquiry; Figurative Language; Language Usage; Biology; Classroom Communication; Teacher Student Relationship; Sweden + Suchen Sie Ihr Suchwort? Menschlicher Körper; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarschüler; Zielsprache; Sprachgebrauch; Biologie; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung; Schweden
Abstract	The aim of this article is to investigate students' meaning-making processes of multiple representations during a teaching sequence about the human body in lower secondary school. Two main influences are brought together to accomplish the analysis: on the one hand, theories on signs and representations as scaffoldings for learning and, on the other hand, pragmatist theories on how continuity between the purposes of different inquiry activities can be sustained. Data consist of 10 videotaped and transcribed lessons with 14-year-old students (N = 26) in Sweden. The analysis focused instances where meaning of representations was negotiated. Findings indicate that continuity is established in multiple ways, for example, as the use of metaphors articulated as an interlanguage expression that enables the students (and the teacher) to maintain the conversation and explain pressing issues in ways that support of the end-in-view of the immediate action. Continuity is also established between every day and scientific registers and between organisation levels as well as between the smaller parts and the whole system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01