Student impulses and teacher feedback The relevance of teacher feedback for the classroom discourse and students’ meaning making in teaching on socio-scientific issues

Authors

  • Cecilia Eriksson Department of Mathematics and Science Education, Stockholm University, SE-106 91 Stockholm, Sweden
  • Iann Lundegård Department of Mathematics and Science Education, Stockholm University, Sweden

DOI:

https://doi.org/10.5617/nordina.5873

Keywords:

Classroom discourse, socioscientific issues, feedback

Abstract

Abstract

Today teachers face an increased challenge in listening to classroom discourses and students' areas of interest to let these coincides with the overall teaching purpose by feedback. Present study explore how classroom communication can be modeled to allow this. The socio-scientific-issues raised were at the same time aimed at creating relevance in the students’ social life as giving a respond to the curriculum. The data consisted of recordings from science lessons in grade 7 and 8 in Sweden. To make visible the tension that occurred between different discourses and displacement of power in the conversations, practical epistemological analysis has been made. This resulted in a categorization of five different ways the teacher is taking care of and reconnects the students’ impulses in relation to the overall purpose. Consequently, this study is offering opportunities for teachers to, in a consciously manner, reflect on different strategies for discourse feedback in teaching.

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Published

2018-08-27

Issue

Vol. 14 No. 3 (2018)

Section

Articles

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