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Acknowledging students' voices in the context of a socio-scientific issue
Linnaeus University, Faculty of Health and Life Sciences, Department of Chemistry and Biomedical Sciences. (Naturvetenskap - didaktik, Science education)ORCID iD: 0000-0003-4452-0617
2016 (English)Conference paper, Presentation (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. 

Place, publisher, year, edition, pages
2016.
Keyword [en]
classroom discourse, teacher-student interactions, positioning theory, socio-scientific issues, climate change
National Category
Didactics
Research subject
Natural Science, Science Education
Identifiers
URN: urn:nbn:se:lnu:diva-55138OAI: oai:DiVA.org:lnu-55138DiVA: diva2:951276
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

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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