Silencing of Voices in a Swedish Science Classroom

Autor/in	Ramos de Robles, S. Lizette
Titel	Silencing of Voices in a Swedish Science Classroom
Quelle	In: Cultural Studies of Science Education, 13 (2018) 1, S.21-29 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-016-9741-9
Schlagwörter	Science Instruction; Learning Processes; Foreign Countries; Grading; Student Evaluation; Teacher Role; Formative Evaluation; Student Participation; Classroom Communication; Sociocultural Patterns; Science Teachers; Teaching Methods; Student Attitudes; Sweden + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Learning process; Lernprozess; Ausland; Notengebung; Schulnote; Studentische Bewertung; Lehrerrolle; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Klassengespräch; Soziokulturelle Theorie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Schweden
Abstract	From a sociocultural perspective, I discuss data from a Swedish science classroom presented in María Gómez's article "Student Explanations of their Science Teachers' Assessments, Grading Practices, and How they learn Science". In this discussion, I focus on the need to change existing conceptions of assessment in the teaching and learning of science. Next, I talk about the importance of taking into consideration the dialectic between agency and passivity as filters in order to understand what student silence may signify in science classes as well as in relation to their perceptions of assessment. I conclude with the importance of the teacher's role in developing formative assessment, along with the challenges in developing assessments which transform science education into a relevant field of knowledge for both students and society at large. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01