Analysing Interaction in Science Classrooms

Danielsson, Kristina; Nestlog, Ewa Bergh; Jeppsson, Fredrik

doi:10.24834/educare.2023.1.752

Cited by 3 publications

(2 citation statements)

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“…This qualitative study is part of a larger research project concerning physics education in Swedish primary schools [31], where we followed the regular physics classroom activities in a primary school during teaching on the content area of "light". Hence, we did not influence the content or design of the lessons.…”

Section: Data and Participantsmentioning

confidence: 99%

Primary Pupils’ Multimodal Representations in Worksheets—Text Work in Science Education

et al. 2022

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Worksheets are common in science classrooms with an aim to support pupils’ meaning-making, e.g., for guiding them in performing hands-on activities and documenting their experiences of such activities. Yet, there have been few systematic studies of pupils’ disciplinary representations in worksheets. Drawing on systemic functional linguistics, we have analyzed fifth grade pupils’ (age 10–11) multimodal texts in worksheets (n = 25) when they were working with shadow formation as part of their regular classroom activities. In the worksheets they were asked to first explain in writing why or why not a shadow was formed and then explain shadow formation through a drawing. At an overall level, we found that a majority of the pupils managed to express in writing why a shadow is formed, though it appeared to be more challenging for them to explain why a shadow is not formed. In their drawings, quite a few pupils managed to include several key aspects of shadow formation, at least when combining image with writing. For all tasks, the explanatory parts of the pupils’ responses were often implicit. Based on our results, we suggest that pupils may benefit from teaching practices that integrate a parallel focus on form and content as a way to raise their awareness of, for instance, the affordances of different resources and how explanations can be structured. Such practices may support pupils to be able to consider and choose appropriate resources in their disciplinary texts.

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Section: Data and Participantsmentioning

confidence: 99%

Primary Pupils’ Multimodal Representations in Worksheets—Text Work in Science Education

et al. 2022

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“…Teachers communicate scientific concepts through authoritative discourse, delivering precise and wellorganized information with a focus on accuracy and expertise. In contrast, dialogical discourse encourages students to examine and comprehend novel concepts from various perspectives, promoting a comprehensive and interactive learning experience (Danielsson, et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Comparative pedagogies in mother tongue education: Türkiye and Indonesia

Solak,

Sudaryat,

Nurhadi

2024

Indonesian J. Appl. Linguist.

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This study examines mother tongue education pedagogical discourses in Türkiye and Indonesia to address understudied language instruction policy dynamics and their practical implications in diverse educational settings. The study examined mother tongue education and its complex effects on cultural identity and educational outcomes in light of global and local linguistic landscapes. This study examined Turkish and Indonesian pedagogical discourses and classroom interactions in selected samples. Comparative written discourse analysis was performed on selected texts from Turkish and Indonesian 7th-grade secondary school textbooks. Classroom interaction was examined using in-class observations of 7th-grade secondary school students from both countries. The study used Teun van Dijk's Critical Discourse Analysis method for written discourse analysis and Flander's Interaction Analysis matrix for intra-class interaction patterns. The study compares written and oral secondary school pedagogical discourses in both countries using selected examples to determine their similarities and differences. This allows two large and powerful educational systems to benefit from each other. The study finds significant differences in mother tongue education program implementation and outcomes by comparing policy documents, teacher narratives, and classroom practices, highlighting the complex relationship between language policy, instructional methodology, and educational equity. The findings emphasize the need for context-sensitive language education policies that respect linguistic diversity and promote inclusive education. This research enhances mother tongue education research and provides actionable insights for educators, curriculum designers, and policymakers in Türkiye and Indonesia to promote reforms that consider learners' sociocultural and linguistic realities.

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