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Repertoires children use in student-student discussions to negotiate about climate change and everyday life
No full textBackground: despite the lack of research focusing on socioscientific discussions in elementary schools some studies indicate that elementary students can, and are willing to, engage in purposeful science-based discussion (e.g. Naylor, Keogh & Downing, 2007), and that providing the opportunity for discussion among students can improve their reasoning and discussion skills without specialised teacher intervention (Kuhn, Shaw & Felton 1997). This study adds to this field of knowledge by exploring how elementary students handle a complex, environmental issue within the context of their everyday lives and in relation to society at large.Objectives: the overall objective of the study is to explore the nature of students’ talk and their use of general knowledge and personal experiences when they discuss the tension between everyday needs and combatting climate change. The research questions guiding the study are: • What interpretative repertoires do 9-10 year old students employ when they discuss how to reduce carbon dioxide emissions?• How are these interpretative repertoires used to understand the issue and legitimise, or question their everyday lifestyle?• What role does science play in the students’ discussions? • What role does conflict between students play in the discussion?Methodology: the work draws on Potter & Wetherell’s (1987) framework for discourse psychology, which maintains that individuals use interpretative repertoires to construct their own versions of reality in relation to the social context, in order to legitimise their opinions and action. Repertoires can be seen as the result of a discourse filtered through students’ own experience, interests and attitudes. The student participants (99 from Sweden and 72 from England) came from diverse socio-economic backgrounds. After a 10-minute class introduction about the generation of carbon dioxide and its role in climate change, the students, in small groups of 4-6 people, were then asked to discuss and come to an agreed position about four suggestions that a government might consider for reducing CO2 production (e.g. parents should not be allowed to drive their children by car to school. Not even when it rains). Each discussion was audio-recorded and transcribed, student utterances were categorised as interpretive repertoires, and these repertoires explored to see how they were used to legitimise opinions and negotiate/maintain social patterns.Overview of the findings: seven distinct repertoires were most frequently used by the students: i) everyday life, ii) science & technology, iii) society, iv) justice, v) environment, vi) self-interest, and vii) health. Health was so entwined with other repertoires that it could be regarded as a ‘superior’ repertoire pervading and outranking all the other repertoires. Science and technological solutions were often used as ‘magic bullets’ to maintain or improve things. The science & technology repertoire was commonly offered as ‘truth’ which cannot be questioned, and students did not think it possible to oppose such arguments. There are claims that more meaningful learning during discussion is likely through conflict than through agreement (Mercer & Littleton, 2007). This study shows that a wide range of repertoires were used when students were in both conflict and agreement. Agreement between the students was as productive as conflict - both approaches bringing in several perspectives on a complex issue.Conclusions: student-student discussions indicated that 9-10 year olds can use a range of repertoires and work creatively together on decision-making about climate change in relation to lifestyle, but they adopted two very different successful approaches – conflict and agreement. Health repertoires hold sway over others and science repertoires were often viewed as uncontestable.<br/
Climate change and everyday life: repertoires children use to negotiate a socio-scientific issue
No full textThere are only a few studies about how primary school students engage in socio-scientific discussions. This study aims to add to this field of research by focusing on how 9–10-year-olds in Sweden and England handle climate change as a complex environmental socio-scientific issue(SSI), within the context of their own lives and in relation to society at large. It focuses on how different interpretative repertoires were used by the students in discussions to legitimise or question their everyday lifestyles. They discussed four possible options that a government might consider to help reduce carbon dioxide production. Six main repertoires were identified: Everyday life, Self-Interest, Environment, Science and Technology, Society and Justice. The Everyday life repertoire was used when students related their discussion to their everyday lifestyles. Scienceand technology-related solutions were offered to maintain or improve things, but these weresometimes rather unrealistic. Arguments related to environment and health frequently appeared to have a superior status compared to the others. Findings also highlighted how conflicts betweenthe students were actually productive by bringing in several perspectives to negotiate the solutions. These primary school students were, therefore, able to discuss and negotiate a complex real-world SSI. Students positioned themselves as active contributors to society, using their life experiences and limited knowledge to understand the problems that affected their everyday lives.Honing these skills within a school science community of practice could facilitate primary students’ engagement with SSIs and empower them as citizens
Naturvetenskap och yngre barn : om att forskningsanknyta utbildning för förskollärare och grundlärare
No full textAtt arbeta med samhällsfrågor i NO-undervisningen i mångfaldens skola : rapport från forskningscirkeln
No full textWhat’s the point of the school? Det frågar sig Guy Claxton (2008) redan i titeln till sin bok. Vilken är egentligen poängen med skolan? Är det att klara proven och få bra betyg och sedan kunna ”bli vad man vill”? Betygens drivkraft visar sig ofta vara stor när man frågar elever om vad som är viktigt för att få dem att arbeta i skolan. I den allmänna debatten framförs ofta vikten av djupa ämneskunskaper. Andra hävdar att poängen med skolan är en inskolning i det sociala spel som man förväntas klara av i samhället. Självklart är alla dessa kunskaper och kompetenser viktiga poänger med skolan. Vi menar dock att det är för mycket fokus på att barnen och ungdomarna ska vara framgångsrika elever och för lite fokus på att de ska vara kompetenta lärande individer – eller varför inte kalla det samhällsmedborgare. Med det menar vi att barnen och ungdomar behöver kompetenser för att klara av saker som de möter utanför skolan i framtiden. Det är kompetenser som handlar mer om att göra än kunna, om att lösa problem man ställs inför snarare än att återge det som läraren eller läroboken berättar. Det innebär t.ex. att kritiskt granska information, ta informerade beslut och uppvisa handlingskompetens – när det gäller att konsumera eller förändra sina vanor. (Jensen & Schnack, 2006). Framtidsforskare har lyft fram optimism, flexibilitet och handlingskompetens som viktiga egenskaper för att kunna hantera samhällsförändringar (Hicks & Holden, 2007, Arnaldi ,2008). Men hur gör man för att stödja eleverna i utvecklandet av dessa kompetenser? Ett sätt som har framförts av forskare är att arbeta med aktuella samhällsfrågor som har ett naturvetenskapligt innehåll . I den forskningscirkel, från vilken den här skriften är en produkt, har lärarlag på två skolor i Malmö prövat arbetssättet.Report, editor</p
Att arbeta med samhällsfrågor i NO-undervisningen i mångfaldens skola : rapport från forskningscirkeln
No full textWhat’s the point of the school? Det frågar sig Guy Claxton (2008) redan i titeln till sin bok. Vilken är egentligen poängen med skolan? Är det att klara proven och få bra betyg och sedan kunna ”bli vad man vill”? Betygens drivkraft visar sig ofta vara stor när man frågar elever om vad som är viktigt för att få dem att arbeta i skolan. I den allmänna debatten framförs ofta vikten av djupa ämneskunskaper. Andra hävdar att poängen med skolan är en inskolning i det sociala spel som man förväntas klara av i samhället. Självklart är alla dessa kunskaper och kompetenser viktiga poänger med skolan. Vi menar dock att det är för mycket fokus på att barnen och ungdomarna ska vara framgångsrika elever och för lite fokus på att de ska vara kompetenta lärande individer – eller varför inte kalla det samhällsmedborgare. Med det menar vi att barnen och ungdomar behöver kompetenser för att klara av saker som de möter utanför skolan i framtiden. Det är kompetenser som handlar mer om att göra än kunna, om att lösa problem man ställs inför snarare än att återge det som läraren eller läroboken berättar. Det innebär t.ex. att kritiskt granska information, ta informerade beslut och uppvisa handlingskompetens – när det gäller att konsumera eller förändra sina vanor. (Jensen & Schnack, 2006). Framtidsforskare har lyft fram optimism, flexibilitet och handlingskompetens som viktiga egenskaper för att kunna hantera samhällsförändringar (Hicks & Holden, 2007, Arnaldi ,2008). Men hur gör man för att stödja eleverna i utvecklandet av dessa kompetenser? Ett sätt som har framförts av forskare är att arbeta med aktuella samhällsfrågor som har ett naturvetenskapligt innehåll . I den forskningscirkel, från vilken den här skriften är en produkt, har lärarlag på två skolor i Malmö prövat arbetssättet.Report, editor</p
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Professional development in education for sustainable development – a Swedish example
No full textThis paper deals with an important part of the school's mission - education for sustainable development (ESD). It describes a teacher training and professional development module produced by the Swedish National Agency for Education, the central administrative authority for the public school system. The module is cross-curricular and aims at teachers in secondary school. When following the module, teachers work in project groups with collective and collegial learning. Five researchers representing the areas of ESD, education, science education and political science author the module.The module raise questions as; why should we educate for sustainable development?, what content should we deliver and how should we teach? These questions connect to pedagogical content knowledge (PCK).The why question, the purpose of ESD, is described as composed of three interconnected functions . The functions are defined as:• Qualification - learning to be able to act and contribute to society • Socialisation - to grow into current norms and values • Subjectification - To develop a personal approach in social contexts and to visualize subjects not previously noted.The other main issue concerns the question "what". What subject content will be taught in the classroom and what questions will be addressed? The central point is that content issues in ESD always rest on values that lead to conflicts of interest between people. Consequently, they should be treated from a pluralistic point of view.The third question addresses how ESD should be instructed. It is through activities that students train to use knowledge and thus develop it.The teacher training and professional development module consists of eight parts dealing with different perspectives on ESD.Each part is divided in four moments. The participants are working with theory and classrooms activities and reaserach based studies on ther own practice.</p
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