The Student Voice and School Science Education

Jenkins, Edgar W.

doi:10.1080/03057260608560220

Cited by 108 publications

(85 citation statements)

References 77 publications

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“…Prevailing approaches to science education are also challenged since many students today find school science irrelevant and insignificant for their lives (Aikenhead 2006;Jenkins 2006;Lyons 2006). Many students say that they would like to deal with contemporary science-related issues in their science classes (Jenkins 2006). They also say that existent transmissive pedagogy does not provide sufficient opportunities for them to engage in discussions and inquiry out of their own interest (Jenkins 2006;Lyons 2006).…”

Section: Introductionmentioning

confidence: 99%

“…Many students say that they would like to deal with contemporary science-related issues in their science classes (Jenkins 2006). They also say that existent transmissive pedagogy does not provide sufficient opportunities for them to engage in discussions and inquiry out of their own interest (Jenkins 2006;Lyons 2006).…”

Section: Introductionmentioning

confidence: 99%

“…The aim to prepare students for decision-making and action in relation to SSI challenges are prevailing approaches to science education, whereby the teacher is typically positioned as the conveyor of established scientific knowledge (Sadler 2009). Prevailing approaches to science education are also challenged since many students today find school science irrelevant and insignificant for their lives (Aikenhead 2006;Jenkins 2006;Lyons 2006). Many students say that they would like to deal with contemporary science-related issues in their science classes (Jenkins 2006).…”

Section: Introductionmentioning

confidence: 99%

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Students’ Positioning in the Classroom: a Study of Teacher-Student Interactions in a Socioscientific Issue Context

Bossér

Lindahl

2017

Res Sci Educ

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The integration of socioscientific issues (SSI) in science education calls for emphasizing dialogic classroom practices that include students' views together with multiple sources of knowledge and diverse perspectives on the issues. Such classroom practices aim to empower students to participate in decision-making on SSI. This can be accomplished by enhancing their independence as learners and positioning them as legitimate participants in societal discussions. However, this is a complex task for science teachers. In this study, we introduce positioning theory as a lens to analyse classroom discourse on SSI in order to enhance our knowledge of the manners by which teachers' interactions with students make available or promote different positions for the students, that is, different parts for the students to play as participants, when dealing with SSI in the classroom. Transcripts of interactions between one teacher and six student groups, recorded during two lessons, were analysed with respect to the positioning of the students as participants in the classroom, and in relation to the SSI under consideration. The results show that the teacher-student interactions made available contrasting student positions. The students were positioned by the teacher or positioned themselves as independent learners or as dependent on the teacher. Furthermore, the students were positioned as affected by the issue but as spectators to public negotiations of the issue. Knowledge about the manner in which teacher-student interactions can function to position students seems important for dialogic classroom practices and the promotion of student positions that sustain the pursuit of intended educational outcomes.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Students’ Positioning in the Classroom: a Study of Teacher-Student Interactions in a Socioscientific Issue Context

Bossér

Lindahl

2017

Res Sci Educ

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“…Student voice research is substantially focused on exploring what students think about pedagogical approaches, curricular reform, and general attitudes to learning. The rationale is that students are the intended beneficiaries of educational systems and should therefore be consulted at the very least, with others arguing for greater student involvement in curricular design and development (Cook-Sather 2002, Jenkins 2006, Levin 2000. The planned-enacted-experienced curriculum model (Erickson and Shultz 1992) positions students in relation to the educational intentions of educators, and has been utilised in various higher education studies (Aulls 2004, Cook-Sather 2006, Hawthorne 1998, Lerch 2004, Lyon 2004, Zidon 1996.…”

Section: Introductionmentioning

confidence: 99%

Toward curriculum convergence for graduate learning outcomes: academic intentions and student experiences

Matthews

Mercer-Mapstone

2016

Studies in Higher Education

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Graduate learning outcomes in undergraduate science degrees increasingly are focussed on the development of transferrable skillsets. Research into, and comparisons of, the perceptions of students and academic staff on such learning outcomes has rarely been explored in science.This study used a quantitative survey to explore the perceptions of 640 undergraduate science students and 70 academics teaching into a Bachelor of Science degree program on the importance, the extent to which outcomes were included and assessed, the improvement and likely future use of science graduate learning outcomes. Analysis of findings shed light on potential pathways toward curriculum convergence by arguing the need for shared perspectives of academics and students on graduate learning outcomes and drawing on the planned-enacted-experienced curriculum model. Moving toward coherent curriculum planning that draws on both student and academic perspectives to achieve graduate learning outcomes is the key contribution of this study. Resulting recommendations include: the need to consider the development of each complex graduate learning outcome as distinct from other outcomes in both curricular and pedagogical approach, and the need for a programmatic framework for assessment practices to facilitate the constructive alignment of assessment with learning outcomes.

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“…Ett annat exempel, där ett undersökande arbetssätt används, är när lärarna använder enkla laborationer för att introducera elever till kunskapsområ-den som de inte arbetat med tidigare och för att ge eleverna inspiration till egna frågor och idéer. Detta gör att naturvetenskapliga idéer och elevernas egna frågeställningar och idéer i högre grad möts, vilket också förespråkas av Jenkins (2006). Hofstein och Lunetta (2004) skriver att det är viktigt att laborationerna ger eleverna möjlighet att utveckla förståelse av naturvetenskapens karaktär.…”

Section: Diskussionunclassified

Laborativt arbete i grundskolans senare år: Lärares perspektiv

Högström

Ottander²,

Benckert

2012

NorDiNa

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In this paper we describe the results from interviews with science teachers in lower secondary school. The teachers were asked what they wanted to achieve with laboratory work, what difficulties they experienced and if there were any differences between lab work in biology, chemistry and physics. The results show that the teachers wanted lab work to help the students develop their understanding, to make them interested and to develop their laboratory skills. Some of the teachers described lab work that included scientific inquiry but not, specifically, knowledge about how to systematically investigate phenomena in nature. Aspects of nature of science were rare. Lack of time to discuss with the students during lab work was seen as one difficulty which resulted in problems for students to link observables to scientific ideas. Laboratory exercises in chemistry were often regarded too abstract while lab work in physics and biology were much easier to link to everyday life.

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The Student Voice and School Science Education

Cited by 108 publications

References 77 publications

Students’ Positioning in the Classroom: a Study of Teacher-Student Interactions in a Socioscientific Issue Context

Students’ Positioning in the Classroom: a Study of Teacher-Student Interactions in a Socioscientific Issue Context

Toward curriculum convergence for graduate learning outcomes: academic intentions and student experiences

Laborativt arbete i grundskolans senare år: Lärares perspektiv

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