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Teacher-Student Interaction in Contemporary Science Classrooms: Is Participation Still a Question of Gender?
Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för ämnesdidaktik och matematik.
DPU, Aarhus University, Tuborgvej, København, Denmark .
Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för ämnesdidaktik och matematik.
2016 (Engelska)Ingår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 38, nr 10, s. 1655-1672Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

We show that boys still have a greater access to the space for interaction in science classrooms, which is unexpected since in Sweden today girls perform better in these subjects than boys. Results from video-recorded verbal communication, referred to here as interaction, show that the distribution of teacher–student interaction in the final year of lower secondary school follows the same patterns as in the 1980s. The interaction space for all kinds of talk continues to be distributed according to the two-thirds rule for communication in science classrooms as described by previous research. We also show that the overall interaction space in science classrooms has increased for both boys and girls when talk about science alone is considered. Another finding which follows old patterns is that male teachers still address boys more often than girls. This holds true both for general talk and for talk about science. If a more even distribution of teacher–student interaction is desirable, these results once again need to be considered. More research needs to be undertaken before the association between girls’ attitudes and interest in science in terms of future career choice and the opportunity to participate in teacher–student interaction is more clearly understood.

Ort, förlag, år, upplaga, sidor
2016. Vol. 38, nr 10, s. 1655-1672
Nyckelord [en]
Teacher-student interaction, science education, gender, two-thirds rule
Nationell ämneskategori
Utbildningsvetenskap Didaktik
Identifikatorer
URN: urn:nbn:se:miun:diva-28522DOI: 10.1080/09500693.2016.1213457ISI: 000380809200006Scopus ID: 2-s2.0-84980019039OAI: oai:DiVA.org:miun-28522DiVA, id: diva2:952165
Tillgänglig från: 2016-08-11 Skapad: 2016-08-11 Senast uppdaterad: 2017-11-28Bibliografiskt granskad
Ingår i avhandling
1. Att kommunicera skolans naturvetenskap: ett genusperspektiv på elevers deltagande i gemensam och enskild kommunikation
Öppna denna publikation i ny flik eller fönster >>Att kommunicera skolans naturvetenskap: ett genusperspektiv på elevers deltagande i gemensam och enskild kommunikation
2017 (Svenska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

Both individual and whole class communication of students are described in this thesis, which is based on a clear gender perspective. Two articles describe the participation of boys and girls in communication with the whole class, the empirical data collected consisting of videotaped lessons. The extent to which boys and girls participate in the communication is reported in the first study, and in the second the extent to which boys and girls respond to the teacher's closed or open questions about science is presented. The third study reports boys' and girls' individual communication when responding to written science questions. The summary chapter ties the results together from the perspective of Positioning Theory, making the thesis a result of Mixed Methods Research.

Results show that boys participate in whole class communication more often than girls, with approximately the same level of dominance as shown in research from the early 80s. Boys also answer more questions than girls, the differences becoming apparent when teachers ask closed questions that can be answered in one or two words. In isolation, girls answer written questions to the same extent as boys, but give longer responses containing a more developed scientific language.

Results showing that boys position themselves as knowledgeable more often than girls when teachers ask closed questions, are explained from the perspective of Positioning Theory. Girls more often position themselves as knowledgeable when teachers ask open questions that require reflection. In test situations, with time for reflection, the boys and girls position themselves as knowledgeable students to the same extent.

Teachers need to be aware of the positioning attempts created by teaching, and consequently take into account that different approaches in teaching provide boys and girls with different access to the communication space.

Ort, förlag, år, upplaga, sidor
Sundsvall: Mid Sweden University, 2017. s. 98
Serie
Mid Sweden University doctoral thesis, ISSN 1652-893X ; 260
Nyckelord
Naturvetenskaplig kommunikation, positionering, genus, Mixed Methods Research
Nationell ämneskategori
Didaktik
Identifikatorer
urn:nbn:se:miun:diva-30611 (URN)978-91-88527-12-7 (ISBN)
Disputation
2017-06-02, E409, Sundsvall, 10:15 (Svenska)
Opponent
Handledare
Anmärkning

Vid tidpunkten för disputationen var följande delarbete opublicerat: delarbete 3 accepterat.

At the time of the doctoral defence the following paper was unpublished: paper 3 accepted.

Tillgänglig från: 2017-04-19 Skapad: 2017-04-19 Senast uppdaterad: 2017-04-19Bibliografiskt granskad

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