lnu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Students' Positioning in the Classroom: a Study of Teacher-Student Interactions in a Socioscientific Issue Context
Linnaeus University, Faculty of Health and Life Sciences, Department of Chemistry and Biomedical Sciences. (Naturvetenskapernas didaktik, Science education)ORCID iD: 0000-0003-4452-0617
Linnaeus University, Faculty of Health and Life Sciences, Department of Chemistry and Biomedical Sciences. (Naturvetenskapernas didaktik, Science education)ORCID iD: 0000-0001-9132-8615
2017 (English)In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898Article in journal (Refereed) Epub ahead of print
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, 2017.
Keywords [en]
classroom discourse, teacher-student interactions, positioning theory, socioscientific issues, climate change
National Category
Didactics
Research subject
Natural Science, Science Education
Identifiers
URN: urn:nbn:se:lnu:diva-67208DOI: 10.1007/s11165-017-9627-1OAI: oai:DiVA.org:lnu-67208DiVA, id: diva2:1130584
Funder
Swedish Research Council, VR-UVK 721-2011-5534Available from: 2017-08-10 Created: 2017-08-10 Last updated: 2018-04-20
In thesis
1. Exploring the complexities of integrating socioscientific issues in science teaching
Open this publication in new window or tab >>Exploring the complexities of integrating socioscientific issues in science teaching
2017 (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, 2017. p. 106
Series
Linnaeus University Dissertations ; 304/2017
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: 2017-12-19Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full text

Authority records BETA

Bossér, UlrikaLindahl, Mats

Search in DiVA

By author/editor
Bossér, UlrikaLindahl, Mats
By organisation
Department of Chemistry and Biomedical Sciences
In the same journal
Research in science education
Didactics

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 106 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf