Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/538
Title: Students’ Everyday Experiences as Resources in Whole-Class Conversations
Authors: Furberg, Anniken
Silseth, Kenneth
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Furberg, A. & Silseth, K. (2018). Students’ Everyday Experiences as Resources in Whole-Class Conversations. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.
Abstract: This paper reports on a study of whole-class conversations in science education, with a specific focus on how students’ everyday experiences can be used as resources for exploring scientific concepts. The empirical basis is a genetics project involving secondary school students and their teacher. A combination of quantitative methods, in the form of frequency counts of structural features of whole-class conversations, and detailed microanalyses of student–teacher interactions are employed. Findings are that, when the teacher orchestrates whole-class dialogues in which students are positioned as active partners in the conversations, more references to everyday experiences are made. In addition, the analysis shows that the mobilisation of everyday experiences enables the students to reason about complex issues related to genetics as well as enables the teacher to display this complexity and coexisting perspectives. The findings are discussed according to possible implications for instruction and dialogic whole-class activities.
URI: https://doi.dx.org/10.22318/cscl2018.989
https://repository.isls.org//handle/1/538
Appears in Collections:ICLS 2018

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