Bodily experiences in secondary school biology

Orlander, Auli Arvola; Wickman, Per‐Olof

doi:10.1007/s11422-010-9292-4

Cited by 19 publications

(16 citation statements)

References 25 publications

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“…It remains an open question, for instance, as to how ways of feeling that are legitimized and de-legitimized by classroom practices impact (or not) students' lived classroom experiences. Orlander and Wickram (2011) previously mentioned study serves to demonstrate that dominant cultural traditions can be quite different to pupils' actual educational experiences. The relationship between what teachers intend students to learn and what they do learn is both dynamic and complex.…”

Section: Affect In Learning Sciencementioning

confidence: 99%

Affect in Learning Science

Alsop

2014

Encyclopedia of Science Education

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Section: Affect In Learning Sciencementioning

confidence: 99%

Affect in Learning Science

Alsop

2014

Encyclopedia of Science Education

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“…The theoretical and empirical basis for the conceptual framework introduced to the teachers was developed over a period of 15 years within the Swedish pragmatist tradition of science education research, through a large number of detailed studies of the processes by which K-12 and university students learn new science content through interactions with material resources as well as with peers and teachers (Hamza and Wickman 2009;Hamza 2013;Lidar et al 2006;Lundqvist et al 2009;Jakobson and Wickman 2007;Lundegård and Wickman 2007;Orlander and Wickman 2011;Piqueras et al 2011;Wickman 2004Wickman , 2006Wickman and Östman 2002). A central outcome from this research is the requirement for students to establish continuity between different parts of a learning experience in such a way that the present situation becomes connected both to what students bring to it and what they anticipate as a result of the experience.…”

Section: Organizing Purposes-the New Conceptual Frameworkmentioning

confidence: 99%

Who Owns the Content and Who Runs the Risk? Dynamics of Teacher Change in Teacher–Researcher Collaboration

et al. 2017

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We present analyses of teacher professional growth during collaboration between science teachers and science education researchers, with special focus on how the differential assumption of responsibility between teachers and researchers affected the growth processes. The collaboration centered on a new conceptual framework introduced by the researchers, which aimed at empowering teachers to plan teaching in accordance with perceived purposes. Seven joint planning meetings between teachers and researchers were analyzed, both quantitatively concerning the extent to which the introduced framework became part of the discussions and qualitatively through the interconnected model of teacher professional growth. The collaboration went through three distinct phases characterized by how and the extent to which the teachers made use of the new framework. The change sequences identified in relation to each phase show that teacher recognition of salient outcomes from the framework was important for professional growth to occur. Moreover, our data suggest that this recognition may have been facilitated because the researchers, in initial phases of the collaboration, took increased responsibility for the implementation of the new framework. We conclude that Res Sci Educ

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“…Supported by sociological and anthropological perspectives, this study intends to understand sexuality as a social construct, in other words, as constructed in different ways throughout cultures and times [1,2] and means to draw attention to the fact that this theme presents a relevant connection between biology and subjective aspects, chiefly the sociocultural aspects [3,4] that pervade teaching and learning of contents related to the STD topic.…”

Section: Teaching Std and The Learning Of Sexualitymentioning

confidence: 99%

Relations of Gender, Body and Sexuality: Students’ Conceptions on Self-care Related to Teaching Sexually Transmitted Diseases

Cicco¹,

Vargas²

2013

EDUCATION

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Adolescence, a fundamental stage of youth development experienced by all young students, is marked by a moment of transition, when several changes take place, from attitudes, questioning and opinions to the passage towards sexuality, with a partner. During this stage, the body becomes loaded with connotations in relation to self representation and care, being interpreted in very specific ways by different societies and social groups. The study aims to present reflections on differences related to gender and body care found in the conception of young students between ages 17 to 20 from a class of secondary school in a State School located in the metropolitan region of Rio de Janeiro -Brazil encompassing sexuality. The results indicate distinct conceptions of gender related to decision making linked to sexual initiation, as well as body care in connection with the acknowledging of body signals and attitudes for STD prevention. Teaching STD and the Learning of SexualityThis work talks about the way conceptionsof sexuality and body, related to the sexually transmitted diseases (STD) topic,are perceived by young students, concerning science teaching in the city of Rio de Janeiro, Brazil. Supported by sociological and anthropological perspectives, this study intends to understand sexuality as a social construct, in other words, as constructed in different ways throughout cultures and times [1,2] and means to draw attention to the fact that this theme presents a relevant connection between biology and subjective aspects, chiefly the sociocultural aspects [3,4] that pervade teaching and learning of contents related to the STD topic.Teenage sexuality, according to the biomedical concept, would be a discreet happening, with regularity of certain behaviors due to hormonal bursts and impulsivities common to that age, far away from cultural representativity [5,6]. However, according to the approach that supports the research, teenage sexuality corresponds to personal experimentations, relationships, fantasies, desires, beliefs, attitudes, representations, values, practices, gender roles and sexual culture, demystifying conceptions of purely genital aspects and/or of sexual initiation [7,8].Sexuality, approached in this research as a topic to be considered in thescience teaching, is understood as a byproduct of different cultural scenarios constructed during a lifetime that stimulates autonomy for youngsters in relation to expressions and manifestations related to sexual practices, and not only as a body function born from biological reactions [2,9,10]. In other words, it does not relate only to the human being's reproductive abilities, but also to pleasure and the commitment of body, of our history, behaviors, affective relations and our culture [7,8,9] expressing the singularities from subjects involved and ranging from biological and psychological to sociocultural aspects, in an articulated manner [11]. In such way, the construction of a sexual identity during adolescence is related to the constitution of sexuala...

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Bodily experiences in secondary school biology

Cited by 19 publications

References 25 publications

Affect in Learning Science

Affect in Learning Science

Who Owns the Content and Who Runs the Risk? Dynamics of Teacher Change in Teacher–Researcher Collaboration

Relations of Gender, Body and Sexuality: Students’ Conceptions on Self-care Related to Teaching Sexually Transmitted Diseases

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