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Fysikdiskursen på Komvux: Betydelsen av student-lärarinteraktioner
KTH, School of Engineering Sciences (SCI).
2013 (Swedish)Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesisAlternative title
The psysics discourse in adult education (English)
Abstract [en]

This study draws upon the framework for analyzing the discourse of a science classroom introduced by Mortimer and Scott (2003). It has been used for many studies before on high school youths, but never on adults. Therefore, this study focuses on the interaction between teacher and students in an adult education on high school level in physics, and how students can change the classroom discourse. Observations took place in two different schools for adults, in four different teaching groups. The result was analyzed by pattern of interactions, communicative approach, teaching purpose, type of student questions and their effect on the classroom discourse. The result was that, although students initiated the most discussions, the teacher is in charge of their discussion. The students could mostly influence the physics discourse by asking questions that the teacher did not expect and therefore the teacher needed to change his way of teaching. These changes would only last for a short while, and then would the teacher return to the original way. The students also had a small influence over the discourse when they participate during the discussions that the teacher had planned beforehand, but the teacher would according to my study have the ultimate power in the classroom.

Abstract [sv]

Denna studie utgår ifrån ett ramverk som utvecklats av Mortimer och Scott (2003) för att analysera diskursen i naturvetenskapliga klassrum. Detta ramverk har tidigare endast använts på gymnasieelever, men aldrig tidigare på vuxna studenter. Studien fokuserar därför på interaktionerna mellan lärare och studenter på komvux i fysikkurserna på gymnasienivå. Observationer skedde på två olika komvux, i fyra olika undervisningsgrupper. Data analyserades utifrån interaktionsmönster, kommunikativ ansats, lärarens syfte, samt studenternas frågor och dess påverkan på klassrumsdiskursen. Resultatet visar på att trots att studenterna stod för de flesta diskussionsinitieringar, så hade läraren stor kontroll över diskursen och undervisningen. Studenterna kunde påverka fysikdiskursen med frågor som läraren inte genast visste hur han skulle kunna besvara, och därmed uppmuntra läraren att förändra undervisningen. Denna förändring varade bara ett kort tag, tills frågan var besvarad och läraren gick tillbaka till sitt ursprungliga undervisningssätt. Studenter kunde även påverka diskursen genom att med ett samspel med läraren skapa de diskussioner som läraren tycker passar in i undervisningen, men den slutliga makten över diskursen finns hos läraren.

Place, publisher, year, edition, pages
2013.
Keyword [en]
language of science and classrooms, adult education, physics discourse
Keyword [sv]
Fysikdidaktik, vuxenutbildning, samtalet i fysikklassrummet, fysikdiskurs
National Category
Learning
Identifiers
URN: urn:nbn:se:kth:diva-127418OAI: oai:DiVA.org:kth-127418DiVA: diva2:644139
Subject / course
Technology and Learning
Educational program
Master of Science in Engineering - Engineering and of Education
Supervisors
Examiners
Available from: 2013-08-29 Created: 2013-08-29 Last updated: 2013-08-29Bibliographically approved

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Type fulltextMimetype application/pdf

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CiteExportLink to record
Permanent link

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Citation style
  • apa
  • harvard1
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