‘Just Be Quiet and Listen to Exactly What He's Saying': Conceptualising power relations in inquiry-oriented classrooms

Donnelly, Dermot Francis; McGarr, Oliver; O’Reilly, John

doi:10.1080/09500693.2014.889867

Cited by 35 publications

(32 citation statements)

References 32 publications

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“…In some studies, it is stated that educators are faced with many difficulties while doing inquiry activities (Buck, Bretz, and Towns, 2008). Donnelly, McGarr and O'Reilly (2014) stated that it is difficult to adopt inquiry based learning for teachers since it is very different from traditional classroom culture. Although the curriculum has been revised in the light of the constructivist approach, the traditional lecture method is widely used in both theoretical and practical courses.…”

Section: Resultsmentioning

confidence: 99%

The Effect of Guided-Inquiry Laboratory Experiments on Science Education Students' Chemistry Laboratory Attitudes, Anxiety and Achievement

Ural¹

2016

Journal of Education and Training Studies

107

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The study aims to search the effect of guided inquiry laboratory experiments on students' attitudes towards chemistry laboratory, chemistry laboratory anxiety and their academic achievement in the laboratory. The study has been carried out with 37 third-year, undergraduate science education students, as a part of their Science Education Laboratory Applications I and II courses. In Science Education Laboratory Applications I course traditional laboratory method has been conducted, in Science Education Laboratory Applications II course guided inquiry laboratory experiments have been conducted. At the beginning of the academic year, Chemistry laboratory Attitude Scale and Chemistry Laboratory Anxiety Scale were administered as pre test and they were administered as post test following to the guided inquiry experiments. The findings have revealed that as a result of the applications, there has been a significant increase in students' attitudes towards chemistry laboratory, and their academic achievement and a decrease in their chemistry laboratory anxiety.

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Section: Resultsmentioning

confidence: 99%

The Effect of Guided-Inquiry Laboratory Experiments on Science Education Students' Chemistry Laboratory Attitudes, Anxiety and Achievement

Ural¹

2016

Journal of Education and Training Studies

107

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“…They identify BSubject Matter Power^as one of five categories where an individual may use the discipline as an authority of knowledge. Also taking as their departure inquiry-based science teaching which can be claimed to diverge from traditional classroom culture, Donnelly et al (2014) investigated mechanisms of power either as direct (e.g. surveillance) and indirect (e.g.…”

Section: Approaches To Studying Power Aspects In Science Classroomsmentioning

confidence: 99%

What Is Construed as Relevant Knowledge in Physics Teaching? Similarities and Differences in How Knowledge and Power Are Staged in Three Lower Secondary Classrooms

2018

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The content that is privileged in teaching has consequences for what the students are given the opportunity to learn and can thus be regarded as an aspect of power. We analyse power aspects in the teaching of physics by identifying actions that guide or direct other people's actions, and then analyse similarities and differences in different classrooms in terms of how governance is staged and what potential consequences this can have. The analyses are made on data from classroom activities, documented through video recordings and field notes, in three lower secondary schools in Y8 and Y9, respectively. At first glance, teachers from all three schools adhere to a traditional interpretation of a physics curriculum. But a more in-depth analysis shows that the students in the different classrooms are given quite dissimilar opportunities to participate in teaching and create relationships with the content. What appears to be a desirable way of acting offers different conditions for meaning-making. In an increasingly individualised society where people are expected to be active, reflective and make choices for their own personal good, the students in these three classrooms are offered very different conditions to practice and learn to take part in knowledge-making, connect physics content to their everyday life and exercise informed citizenship.

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“…In doing so, the sub-practices that are conceptualised as the 'building blocks' of scientific practice (i.e. inquiry (Donnelly, McGarr and O'Reilly 2014) or subject matter (Reinsvold and Cochran 2012)) are not problematised, in terms of, for example, analysing how they get produced in interaction and/or which their constituents are. Here we have tried to approach the interconnectedness of knowledge and power from the other direction, by starting in a knowledge-based framework (Lidar, Lundqvist and Ö stman 2006).…”

Section: Discussionmentioning

confidence: 99%

Knowledge and power in the technology classroom: a framework for studying teachers and students in action

Danielsson

Berge

Lidar

2017

Cult Stud of Sci Educ

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The purpose of this paper is to develop and illustrate an analytical framework for exploring how relations between knowledge and power are constituted in science and technology classrooms. In addition, the empirical purpose of this paper is to explore how disciplinary knowledge and knowledge-making are constituted in teacher-student interactions. In our analysis we focus on how instances of teacher-student interaction can be understood as simultaneously contributing to meaning-making and producing power relations. The analytical framework we have developed makes use of practical epistemological analysis in combination with a Foucauldian conceptualisation of power, assuming that privileging of educational content needs to be understood as integral to the execution of power in the classroom. The empirical data consists of video-recorded teaching episodes, taken from a teaching sequence of three 1-h lessons in one Swedish technology classroom with sixteen 13-14 years old students. In the analysis we have identified how different epistemological moves contribute to the normalisation and exclusion of knowledge as well as ways of knowledge-making. Further, by looking at how the teacher communicates what counts as (ir)relevant knowledge or (ir)relevant ways of acquiring knowledge we are able to describe what kind of technology student is made desirable in the analysed classroom.Keywords Power relations Á Secondary science education Á Classroom interaction Á Pragmatism The aim of this paper is to develop and illustrate an analytical framework for exploring the simultaneous constitution of knowledge and power in science and technology classrooms, as such the paper is predominately set out as a methodological piece.

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‘Just Be Quiet and Listen to Exactly What He's Saying': Conceptualising power relations in inquiry-oriented classrooms

Cited by 35 publications

References 32 publications

The Effect of Guided-Inquiry Laboratory Experiments on Science Education Students' Chemistry Laboratory Attitudes, Anxiety and Achievement

The Effect of Guided-Inquiry Laboratory Experiments on Science Education Students' Chemistry Laboratory Attitudes, Anxiety and Achievement

What Is Construed as Relevant Knowledge in Physics Teaching? Similarities and Differences in How Knowledge and Power Are Staged in Three Lower Secondary Classrooms

Knowledge and power in the technology classroom: a framework for studying teachers and students in action

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