Epistemological norms and companion meanings in science classroom communication.

Autor/inn/en	Lundqvist, Eva; Almqvist, Jonas; Östman, Leif
Titel	Epistemological norms and companion meanings in science classroom communication.
Quelle	In: Science education, 93 (2009) 5, S. 859-874Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.20334
Schlagwörter	Empirische Untersuchung; Experimentelle Untersuchung; Sozialisation; Fachsprache; Naturwissenschaften; Naturwissenschaftlicher Unterricht; Sozialisation; Unterrichtsgespräch; Videotechnik; Erkenntnistheorie; Unterrichtsmethode; Erkenntnisprozess; Lehrmethode; Unterrichtsgespräch; Unterrichtsmethode; Naturwissenschaften; Naturwissenschaftlicher Unterricht; Naturwissenschaftliches Denken; Videotechnik; Erkenntnistheorie; Sozialer Einfluss; Wissenschaftsbegriff; Fachsprache
Abstract	In this paper, we describe two central epistemological norms related to the importance of making investigations and to scientific language and its logic. These norms have been identified in empirical material consisting of 200 video-recorded lessons in three different science classes. With regard to the learning of science and socialization, we discuss and problematize these norms in the context of science learned at school and the nature of science. A methodological approach has been developed and used to analyze and identify the role that teachers' actions play in which epistemology students adopt in their meaning making and to highlight which view of science this usage represents. The approach consists of a combination of three methodologies: practical epistemology analyses, epistemological move analyses, and analyses of companion meanings. This combination produces communication analysis of companion meanings. The theory is based on pragmatism, sociocultural approaches to learning, and the later works of Wittgenstein. The companion meanings described in the empirical material indicate that if students learn the identified norms without any explicit problematization, they will only view science as rational and inductive in character and exclude alternative views from the practice.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2011/4