Teachers' and Pupils' Scientific Dialogue in Learning about Invisible Thermal Phenomena

Autor/inn/en	Åhman, Niclas; Jeppsson, Fredrik
Titel	Teachers' and Pupils' Scientific Dialogue in Learning about Invisible Thermal Phenomena
Quelle	In: International Journal of Science Education, 42 (2020) 18, S.3116-3133 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Åhman, Niclas) ORCID (Jeppsson, Fredrik)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1852334
Schlagwörter	Science Instruction; Teaching Methods; Video Technology; Audio Equipment; Lesson Plans; Teacher Student Relationship; Verbal Communication; Elementary School Students; Semiotics; Learning Processes; Pilot Projects; Thermodynamics; Science Experiments; Heat; Physics; Elementary School Teachers; Classroom Communication; Discourse Analysis; Course Content; Laboratory Equipment; Foreign Countries; Scientific Concepts; Concept Formation; Photography; Sweden + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Audio-CD; Lesson planning; Unterrichtsplanung; Teacher student relationships; Lehrer-Schüler-Beziehung; Semiotik; Learning process; Lernprozess; Pilot project; Modellversuch; Pilotprojekt; Thermodynamik; Hitze; Physik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Klassengespräch; Diskursanalyse; Kursprogramm; Laborausstattung; Ausland; Concept learning; Begriffsbildung; Fotografie; Schweden
Abstract	In science education research, there is a growing body of studies focusing on the role of multiple representations in pupils' learning. This study is based on a social semiotic perspective and in the analysis, there is a special focus on how the content is conveyed and how relations are created through interaction between teachers/pupils and the infrared camera and between teachers and pupils. We report the results from a pilot study involving one teacher's work with thermal phenomena in grade 6. A class of 45 primary pupils, divided in 4 groups. Overall, we describe findings from three lessons involving experiments situated in pupils' everyday experiences of thermal phenomena. In the analysis, we focus on two groups of pupils (N = 25) and data are generated from three lessons by video and audio recordings. With the help of the infrared camera, the pupils manage to represent heat as a process. The infrared camera provides a visual interface for a shared point of reference and is an important semiotic resource for stimulating verbal communication between pupils and between pupils and teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01