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Bossér, U. & Lindahl, M. (2019). Students' positioning in the classroom: a study of teacher-student interactions in a socioscientific issue context. Research in science education, 49(2), 371-390
Open this publication in new window or tab >>Students' positioning in the classroom: a study of teacher-student interactions in a socioscientific issue context
2019 (English)In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 49, no 2, p. 371-390Article in journal (Refereed) Published
Abstract [en]

The integration of socioscientific issues (SSI) in science education calls for emphasizing dialogic classroom practices that include students’ views together with multiple sources of knowledge and diverse perspectives on the issues. Such classroom practices aim to empower students to participate in decision-making on SSI. This can be accomplished by enhancing their independence as learners and positioning them as legitimate participants in societal discussions. However, this is a complex task for science teachers. In this study, we introduce positioning theory as a lens to analyse classroom discourse on SSI in order to enhance our knowledge of the manners by which teachers’ interactions with students make available or promote different positions for the students, that is, different parts for the students to play as participants, when dealing with SSI in the classroom. Transcripts of interactions between one teacher and six student groups, recorded during two lessons, were analysed with respect to the positioning of the students as participants in the classroom, and in relation to the SSI under consideration. The results show that the teacher-student interactions made available contrasting student positions. The students were positioned by the teacher or positioned themselves as independent learners or as dependent on the teacher. Furthermore, the students were positioned as affected by the issue but as spectators to public negotiations of the issue. Knowledge about the manner in which teacher-student interactions can function to position students seems important for dialogic classroom practices and the promotion of student positions that sustain the pursuit of intended educational outcomes.

Place, publisher, year, edition, pages
Springer, 2019
Keywords
Classroom discourse, Teacher-student interactions, Positioning theory, Socioscientific issues, Climate change
National Category
Didactics
Research subject
Natural Science, Science Education
Identifiers
urn:nbn:se:lnu:diva-67208 (URN)10.1007/s11165-017-9627-1 (DOI)000463628800004 ()2-s2.0-85024502433 (Scopus ID)
Funder
Swedish Research Council, VR-UVK 721-2011-5534
Available from: 2017-08-10 Created: 2017-08-10 Last updated: 2019-08-29Bibliographically approved
Bossér, U. (2019). Utveckling av undervisning kring samhällsfrågor med naturvetenskapligt innehåll – utmaningar och möjligheter. In: Stolpe, K., Höst, G., & Larsson, A. (Ed.), Forum för forskningsbaserad NT-undervisning: Bidrag från konferensen FobasNT18 13 – 14 mars 2018 i Norrköping. Paper presented at FobasNT18, Norrköping, 13-14 March 2028 (pp. 71-78). Linköping: Linköping university
Open this publication in new window or tab >>Utveckling av undervisning kring samhällsfrågor med naturvetenskapligt innehåll – utmaningar och möjligheter
2019 (Swedish)In: Forum för forskningsbaserad NT-undervisning: Bidrag från konferensen FobasNT18 13 – 14 mars 2018 i Norrköping / [ed] Stolpe, K., Höst, G., & Larsson, A., Linköping: Linköping university , 2019, p. 71-78Conference paper, Published paper (Other academic)
Abstract [sv]

Undervisning kring samhällsfrågor med naturvetenskapligt innehåll, SNI, är ett sätt att främja elevers utveckling av naturvetenskaplig medborgarbildning och handlingskompetens. Undervisning kring SNI innebär ofta betydande inslag av elevdeltagande och öppenhet för en rad olika perspektiv, vilket kan innebära utmaningar för lärare. Syftet med den här artikeln är att presentera och diskutera några resultat från en avhandling där lärares utveckling av undervisning kring SNI har studerats. I avhandlingen har inspelningar av två lärares gemensamma reflektioner kring utveckling av undervisning kring SNI och inspelningar från de två lärarnas lektioner analyserats. Lärarna undervisade i kursen Naturkunskap 1b på det Samhällsvetenskapliga programmet. Resultaten visar att utmaningar som lärare kan möta handlar om elevdeltagandet i undervisningen och om att balansera mellan olika mål med undervisningen. Dessutom synliggörs strategier som de två lärarna använde i undervisningen och dessa strategier diskuteras i relation till utmaningar och mål med undervisning kring SNI. En förhoppning är att kunskap om dessa utmaningar och strategier kan hjälpa lärare att ha beredskap att möta utmaningar med att undervisa kring SNI. Vidare introduceras begreppet positionering som ett analytiskt redskap som kan användas av lärare för att reflektera kring aspekter av undervisningspraktiken i relation till de mål de vill uppnå.

Place, publisher, year, edition, pages
Linköping: Linköping university, 2019
Series
Naturvetenskapernas och teknikens didaktik ; 3
Keywords
klassrumsdiskussioner, lärar-elevinteraktioner, samhällsfrågor med naturvetenskapligt innehåll
National Category
Didactics
Research subject
Natural Science, Science Education
Identifiers
urn:nbn:se:lnu:diva-87045 (URN)9789176850442 (ISBN)
Conference
FobasNT18, Norrköping, 13-14 March 2028
Funder
Swedish Research Council, 721-2011-5534
Available from: 2019-07-31 Created: 2019-07-31 Last updated: 2019-08-30Bibliographically approved
Bossér, U. (2018). Exploring the complexities of integrating socioscientific issues in science teaching. (Doctoral dissertation). Växjö: Linnaeus University Press
Open this publication in new window or tab >>Exploring the complexities of integrating socioscientific issues in science teaching
2018 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Socioscientific issues, SSI, can briefly be described as societal issues in which science plays a role. Dealing with SSI in science education is a means to prepare and empower students for active and responsible participation in a complex, democratic society. The implementation of SSI-based teaching calls for classroom practices in which scientific evidence alongside for example social and ethical perspectives are considered. Discourse-based teaching activities are emphasized as a means to provide opportunities for students to practice negotiations of SSI and explore diverse viewpoints on the issues. Dealing with SSI in science teaching is recognized as a challenging task for science teachers. This thesis aims to provide knowledge to support the implementation of SSI-based science teaching. Three studies involving two upper secondary school science teachers are performed to achieve this aim. The first study makes use of video-stimulated discussions to investigate the two teachers’reflections on their classroom practices while they implement SSI throughout an academic year. The second study utilizes the concept positioning as a tool to identify and describe the ways in which one teacher’s interactions with students during group work make available different parts for the students to play as participants, when dealing with SSI in the classroom. The third study makes use of the concept communicative approach to investigate how the two teachers’ management of classroom discussions sets conditions for the consideration of multiple perspectives relevant to SSI, including the students’ viewpoints. The results provide knowledge useful when making considerations about the design and enactment of teaching activities in relation to specific educational goals. The results suggest that a specific challenge with designing and enacting SSI-based teaching activities is to balance between controlling and directing the teaching activities to promote specific learning goals and providing space for students’ participation and perspectives. The results of employing the analytical tools elucidate how this challenge can play out in classroom practice and contribute with knowledge of the ways in which teachers’ discursive practices play a role in addressing this challenge. Strategies to support teachers’ implementation of SSI-based teaching that take account of teachers’ existing practices are discussed.

Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2018. p. 106
Series
Linnaeus University Dissertations ; 304/2018
Keywords
Scientific literacy, Socioscientific issues, Secondary school science, Teacher reflection, Classroom discourse
National Category
Didactics
Research subject
Natural Science, Science Education
Identifiers
urn:nbn:se:lnu:diva-69369 (URN)978-91-88761-06-4 (ISBN)978-91-88761-07-1 (ISBN)
Public defence
2017-01-19, N2007K, Kalmar, 10:00
Opponent
Supervisors
Available from: 2017-12-19 Created: 2017-12-19 Last updated: 2019-03-25Bibliographically approved
Bossér, U. & Lindahl, M. (2018). Lärares kommunikativa ansatser under klassrumsdiskussioner om samhällsfrågor med naturvetenskapligt innehåll. In: : . Paper presented at FND 2018 Forskning i naturvetenskapernas didaktik, Malmö universitet 7-8 november 2018.
Open this publication in new window or tab >>Lärares kommunikativa ansatser under klassrumsdiskussioner om samhällsfrågor med naturvetenskapligt innehåll
2018 (Swedish)Conference paper, Oral presentation only (Refereed)
Abstract [sv]

Undervisning kring samhällsfrågor med naturvetenskapligt innehåll, SNI, kännetecknas av att beaktande av en rad olika perspektiv, till exempel etiska och sociala, är viktiga vid sidan av kunskaper i och om naturvetenskap. Genom att ge eleverna möjligheter att diskutera och argumentera kring sina och andras perspektiv, kan de utveckla förståelse för frågornas komplexitet och bilda sig en personlig uppfattning i frågan. Tidigare forskning har visat att undervisning kring SNI med öppenhet för olika perspektiv och betydande inslag av elevdeltagande kan innebära stora utmaningar för lärare i naturvetenskap. Syftet med denna studie var att få kunskap om hur klassrumsdiskussioner om SNI kan utformas och genomföras för att främja målen med undervisningen. I studien deltog två gymnasielärare som undervisar i kursen Naturkunskap 1b i årskurs 1 på det Samhällsvetenskapliga programmet. Datamaterialet utgjordes av ljudinspelningar från fyra lektioner som innehöll diskussioner om SNI. Lärarnas användning av olika kommunikativa ansatser under lektionerna analyserades. De kommunikativa ansatserna kan beskrivas som interaktiva respektive icke-interaktiva samt inkluderande flera eller endast ett perspektiv på SNI-frågan. Resultaten synliggör på vilket sätt lärares användning av olika kommunikativa ansatser kan främja eller begränsa utrymmet för elevernas perspektiv i diskussioner om SNI och möjligheten att belysa komplexiteten i en SNI. Studien bidrar därmed med kunskap som kan användas vid överväganden om utformning och genomförande av undervisning kring SNI för att främja olika mål. Vidare föreslås att kommunikativa ansatser kan användas av lärare som ett analytiskt redskap för att reflektera kring och utveckla aspekter av undervisningspraktiken i relation till de mål de vill uppnå.

Keywords
samhällsfrågor med naturvetenskapligt innehåll, klassrumskommunikation
National Category
Didactics
Research subject
Education, Didactics
Identifiers
urn:nbn:se:lnu:diva-78731 (URN)
Conference
FND 2018 Forskning i naturvetenskapernas didaktik, Malmö universitet 7-8 november 2018
Funder
Swedish Research Council, VR-UVK 721-2011-5534
Note

Ej belagd 20191121

Available from: 2018-11-08 Created: 2018-11-08 Last updated: 2019-11-21Bibliographically approved
Bossér, U. & Lindahl, M. (2017). Teachers’ management of classroom discussions on socioscientific issues. In: : . Paper presented at ESERA (European Science Education Research Association).
Open this publication in new window or tab >>Teachers’ management of classroom discussions on socioscientific issues
2017 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

The integration of socioscientific issues (SSI) in science education requires teachers to manage open-ended discussions in which multiple perspectives, including students’ personal viewpoints, are considered. While this is recognised as a complex task for science teachers, research on teachers’ management of classroom discourse regarding SSI is scarce. This study aims at providing knowledge significant for the advancement of classroom practices suitable for dealing with multiple perspectives, including students’ contributions. The concept of communicative approach and the concept of position were used as tools to analyse transcripts of two teachers’ management of whole class discussions on four different SSI. The teachers’ use of different communicative approaches for different purposes was analysed. How certain features of the discourse, such as the types of questions used, functioned to position the students as contributors to the discussions was also examined. The results show that multiple perspectives, including students’ contributions, were recognized through a complex interplay between communicative approaches that made available contrasting student positions. The results indicate that strategies to build instruction on students’ contributions are particularly important to promote students’ participation in classroom discussions on SSI. The results also show that the interplay between questions that request students’ personal viewpoints and questions that are targeted towards decision-making is important to consider in relation to the aims of SSI-based education.

Keywords
classroom discourse, communicative approaches, student positions
National Category
Didactics
Research subject
Natural Science, Science Education
Identifiers
urn:nbn:se:lnu:diva-67864 (URN)
Conference
ESERA (European Science Education Research Association)
Funder
Swedish Research Council, VR-UVK 721-2011-5534
Available from: 2017-09-07 Created: 2017-09-07 Last updated: 2018-02-28Bibliographically approved
Bossér, U. (2016). Acknowledging students' voices in the context of a socio-scientific issue. In: : . Paper presented at XVII IOSTE symposium, Braga, Portugal, July 11-16, 2016.
Open this publication in new window or tab >>Acknowledging students' voices in the context of a socio-scientific issue
2016 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

The integration of SSI in science education calls for interactive pedagogy in which students’ voices, in terms of their knowledge, experiences, values, and emotions, are acknowledged.  However, previous research reveals that it is a challenging task for science teachers to incorporate more interactive pedagogy. Moreover, many science teachers are hesitant to handle values and deal with emotions that may arise in discussions on SSI.

To extend the knowledge of how the acknowledgement of students’ voices can be promoted, this study explored how students’ voices were acknowledged through teacher-student interactions in a SSI classroom. Recordings of conversations between a teacher and six student groups who were working on a SSI dealing with climate change provided data for the analysis. The concepts of positioning (Harré & Langenhove, 1999) and high level evaluation (Nystrand, 1997) were used as analytical tools.

The results suggest that the teacher’s positioning of the students as citizens who share the responsibilities and the concerns for the causes and the consequences of climate change invited them to share their emotions, knowledge and experiences in relation to climate change. The results also show that teachers cannot escape the responsibility of supporting students in dealing with negative emotions in relation to SSI, and suggest that one way of dealing with students’ negative emotions is to incorporate discussions of societal efforts to take action in response to SSI. 

Keywords
classroom discourse, teacher-student interactions, positioning theory, socio-scientific issues, climate change
National Category
Didactics
Research subject
Natural Science, Science Education
Identifiers
urn:nbn:se:lnu:diva-55138 (URN)
Conference
XVII IOSTE symposium, Braga, Portugal, July 11-16, 2016
Funder
Swedish Research Council, 721-2011-5534
Available from: 2016-08-08 Created: 2016-08-08 Last updated: 2017-01-16Bibliographically approved
Bossér, U. & Lindahl, M. (2016). Positioning students as participants in discussions and decision-making on socioscientific issues (SSI). In: : . Paper presented at Forskning i naturvetenskapernas didaktik, FND, 9-10 nov, Falun.
Open this publication in new window or tab >>Positioning students as participants in discussions and decision-making on socioscientific issues (SSI)
2016 (English)Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

Dealing with socio-scientific issues, SSI, entails emphasizing classroom practices in which multiple sources of knowledge and diverse perspectives on the issues, including the students’ views, are explored. Such classroom practices aim to empower students to participate in decision-making on SSI. This can be accomplished by enhancing the students’ independence as learners and positioning them as legitimate participants in societal discussions on SSI. At the same time, it has been reported that teachers find it difficult to interact with students in ways that promote the students’ independence as learners and encourages them to voice their perspectives, while pursuing intended learning goals in terms of a predefined body of content knowledge. However, detailed studies on teachers’ interactions with students when dealing with SSI are scarce. The present study aims at providing knowledge of characteristics of teachers’ interactions with students that are relevant to the positioning of students in the SSI classroom. Data consisted of transcripts of audio-recorded interactions between an upper secondary school science teacher and six student groups dealing with a SSI on climate change. Positioning theory was used as a lens to analyze the transcripts with respect to the following research questions: 1) How are the students positioned as participants in the classroom? 2) How are the students positioned in relation to the issue under consideration? The results show that the teacher-student interactions supported or undermined students’ empowerment by making available or delimiting different positions for the students as participants in the classroom and in discussion and decision-making on SSI. The different positions sometimes align with disparate educational aims. Consequently, knowledge of how the teacher-student interactions functioned to position the students is suggested to support teachers to promote students’ pursuit of intended educational outcomes when dealing with SSI.

National Category
Didactics
Research subject
Natural Science, Science Education
Identifiers
urn:nbn:se:lnu:diva-67865 (URN)
Conference
Forskning i naturvetenskapernas didaktik, FND, 9-10 nov, Falun
Funder
Swedish Research Council, VR-UVK 721-2011-5534
Note

Ej belagd 20171121

Available from: 2017-09-07 Created: 2017-09-07 Last updated: 2017-11-22Bibliographically approved
Bossér, U., Lundin, M., Lindahl, M. & Linder, C. (2015). Challenges faced by teachers implementing socio-scientific issues as core elements in their classroom practices. European Journal of Science and Mathematics Education, 3(2), 159-176
Open this publication in new window or tab >>Challenges faced by teachers implementing socio-scientific issues as core elements in their classroom practices
2015 (English)In: European Journal of Science and Mathematics Education, ISSN 2301-251X, E-ISSN 2301-251X, Vol. 3, no 2, p. 159-176Article in journal (Refereed) Published
Abstract [en]

Teachers may face considerable challenges when implementing socio‐scientific issues (SSI) in their classroom practices, such as incorporating student‐centred teaching practices and exploring knowledge and values in the context of socio-scientific issues. This year‐long study explores teachers’ reflections on the process of developing their classroom practices when implementing SSI. Video‐recorded discussions between two upper secondary school science teachers and an educational researcher, grounded in the teachers’ reflections on their classroom practices, provided data for the analysis. The results show that during the course of the implementation the teachers enhanced their awareness of the importance of promoting students’ participation and supporting their independence as learners. However, the results also suggest a conflict between the enactment of a student‐centred classroom practice and the achievement of intended learning goals. In order to accept the challenge of implementing SSI in the classroom, it is suggested that it is essential for teachers to build strategies, which integrate dialogue about learning goals.

Keywords
secondary school science, scientific literacy, socio‐scientific issues, curriculum implementation, student participation, teacher reflection
National Category
Didactics
Research subject
Natural Science, Science Education
Identifiers
urn:nbn:se:lnu:diva-42913 (URN)
Funder
Swedish Research Council, VR-UVK 721-2011-5534
Available from: 2015-04-30 Created: 2015-04-29 Last updated: 2017-12-19Bibliographically approved
Bossér, U., Lundin, M., Linder, C. & Lindahl, M. (2013). Teachers’ challenges when faced with developing their practice through the integration of SSI. In: : . Paper presented at ESERA2013 is the 10th biannual Conference of the European Science Education Research Association (ESERA), 2-7 September, 2013, Nicosia, Cyprus.
Open this publication in new window or tab >>Teachers’ challenges when faced with developing their practice through the integration of SSI
2013 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Research subject
Natural Science, Science Education
Identifiers
urn:nbn:se:lnu:diva-36817 (URN)
Conference
ESERA2013 is the 10th biannual Conference of the European Science Education Research Association (ESERA), 2-7 September, 2013, Nicosia, Cyprus
Projects
Understanding the formation of Scientific Literacy through Socioscientific Issues: A study of student discourse and reasoning capabilities
Funder
Swedish Research Council
Note

Ej belagd 20141209

Available from: 2014-09-09 Created: 2014-09-09 Last updated: 2016-04-27Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-4452-0617

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