Analysing teachers' operations when teaching students : what constitutes scientific theories?

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Analysing teachers' operations when teaching students : what constitutes scientific theories?

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Publication Article, peer reviewed scientific
Title Analysing teachers' operations when teaching students : what constitutes scientific theories?
Author Holmqvist, Mona ; Olander, Clas
Date 2017
English abstract
The aim of the study is to analyse teachers’ efforts to develop secondary school students’ knowledge and argumentation skills of what constitutes scientific theories. The analysis is based on Leontiev’s three-level structure of activity (activity, action, and operation), as these levels correspond to the questions why, what, and how content is taught. The unit of analysis was a school development project in science education, where design-based interventions were conducted. Data comprised notes and minutes from eight meetings, plans, and video recordings of the lessons, and a written teacher evaluation. The teachers’ (n = 7) learning actions were analysed to identify (a) concept formation in science education, (b) expressions of agency, (c) discursive manifestations of contradictions, and (d) patterns of interaction during the science interventions. Three lessons on what constitutes scientific theories were implemented in three different student groups (n = 24, 23, 24), framed by planning and evaluation meetings for each lesson. The results describe (1) the ways in which teachers became more skilled at ensuring instruction met their students’ needs and (2) the ways in which teachers’ operations during instruction changed as a result of their developed knowledge of how to express the content based on theoretical assumptions.
DOI https://doi.org/10.1080/09500693.2017.1310407 (link to publisher's fulltext.)
Publisher Taylor & Francis
Host/Issue International Journal of Science Education;7
Volume 39
ISSN 0950-0693
Pages 840-862
Language eng (iso)
Subject Activity theory
scientific theory
Science education
Secondary school
Teacher professional development
Learning study
Professional student knowledge
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Handle http://hdl.handle.net/2043/22512 Permalink to this page
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