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oai:gupea.ub.gu.se:2077/383242026-07-14T09:07:03Zcom_2077_22406com_2077_7610com_2077_10556com_2077_4560col_2077_22410col_2077_10557col_2077_4568

Rocksén, Miranda 2015-03-26T10:57:40Z 2015-03-26T10:57:40Z 2015-03-26 978-91-7346-823-7 (print) 978-91-7346-824-4 (pdf) 0346-7740 0436-1121 http://hdl.handle.net/2077/38324 In research on science education, there is a need to further understand the relation between longer and shorter processes of teaching and learning in the classroom. With a theoretical framework based on dialogical theories of communication, this thesis investigates three aspects of the formation of a science classroom practice: the making of conceptual distinctions, classroom organisations and the making of connections between lessons. The empirical material consists of eleven video recorded lessons on biological evolution in grade 9 (15 year old students). The analysis connects different levels of classroom interaction and patterns in the communication over several lessons as well as the details of particular situations. The empirical findings of the thesis are presented in three studies. The first study shows co-existing meanings of the word explanation and three conversational structures that the teacher used for making distinctions between them. The second study shows how small-group activities are used for coordinating the pace of students’ participation in these lessons. The third study shows strategies for link-making and a topic trajectory including questions that were raised in relation to survival and extinction of species. The conclusions point to the significance of coordinating the communication so that patterns such as those described can provide learning opportunities for students. eng Acta Universitatis Gothoburgensis Gothenburg Studies in Educational Sciences ; 365 I. Rocksén, Miranda. (Manuscript). The many roles of "explanation" in science education: a case study. II. Rocksén, Miranda. (Manuscript). The temporality of participation in school science: coordination of teacher control and the pace of students’ participation. III. Rocksén, Miranda and Olander, Clas. (Manuscript). A topic trajectory about survival: analysing link-making in a sequence of lessons about evolution. science classroom teaching and learning interaction communication biological evolution video-analysis science education dialogism Reasoning in a Science Classroom Text Doctoral thesis Doctor of Philosophy Göteborgs universitet. Utbildningsvetenskapliga fakulteten University of Gothenburg. Faculty of Education Department of Pedagogical, Curricular and Professional Studies ; Institutionen för didaktik och pedagogisk profession Fredagen den 17 april 2015, kl 13.00, lokal: BE036, Pedagogen, Läroverksgatan 5, Göteborg 2015-04-17 UF open.access