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Teaching and learning in the science classroom: The interplay between teachers' epistemological moves and students' practical epistemology
Author(s) -
Lidar Malena,
Lundqvist Eva,
Östman Leif
Publication year - 2006
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/sce.20092
Subject(s) - pragmatism , meaning (existential) , epistemology , situational ethics , philosophy of science , sociocultural evolution , perspective (graphical) , teaching method , mathematics education , psychology , process (computing) , science education , sociocultural perspective , focus (optics) , pedagogy , sociology , computer science , philosophy , artificial intelligence , anthropology , operating system , physics , optics
Abstract The practical epistemology used by students and the epistemological moves delivered by teachers in conversations with students are analyzed in order to understand how teaching activities interplay with the “how” and the “what” of students' learning. The purpose is to develop an approach for analyzing the process of privileging in students' meaning making and how individual and situational aspects of classroom discourse interact in this process. Here we especially focus on the experiences of students and the encounter with the teacher. The analyses also demonstrate that a study of teaching and learning activities can shed light on which role epistemology has for students' meaning making, for teaching and for the interplay between these activities. The methodological approach used is an elaboration a sociocultural perspective on learning, pragmatism, and the work of Wittgenstein. The empirical material consists of recordings made in science classes in two Swedish compulsory schools. © 2005 Wiley Periodicals, Inc. Sci Ed 90: , 148–163, 2006