A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Exploring coherence and authorship in pedagogical link-making in science (2021)
Lehesvuori, S., & Ametller, J. (2021). Exploring coherence and authorship in pedagogical link-making in science. International Journal of Science Education, 43(17), 2791-2813. https://doi.org/10.1080/09500693.2021.1991599
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Lehesvuori, Sami; Ametller, Jaume
Lehti tai sarja: International Journal of Science Education
ISSN: 0950-0693
eISSN: 1464-5289
Julkaisuvuosi: 2021
Ilmestymispäivä: 23.10.2021
Volyymi: 43
Lehden numero: 17
Artikkelin sivunumerot: 2791-2813
Kustantaja: Routledge
Julkaisumaa: Britannia
Julkaisun kieli: englanti
DOI: https://doi.org/10.1080/09500693.2021.1991599
Julkaisun avoin saatavuus: Avoimesti saatavilla
Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/78318
Tiivistelmä
Despite rapid changes in education, science classrooms will remain central forums where fragmented pieces of information are brought together to construct coherent knowledge as concepts and explanatory scientific storylines. There is limited work stressing the importance of the interplay between how content is communicated through pedagogical link-making and the use of communicative approaches. Even less research addresses the role of coherence in this process. In this study, through exploring three cases of teachers teaching the same topic, we will bring forth differences on how links between past and to be learned scientific knowledge are made. We look at how authorship – whether teacher or students make the links – is related to students cognitively and emotionally engaged with the discussion. Besides revealing differences in these aspects, communicational coherence was found manifesting in different levels in the examples. Based on the findings, we discuss the role of communicational coherence and pedagogical link-making in meaningful learning of science.
YSO-asiasanat: luonnontieteet; pedagogiikka; luokkatyöskentely; opetuskeskustelu; dialogisuus; koherenssi; tiedekasvatus
Vapaat asiasanat: pedagogical link-making; coherence; classroom interaction; science teaching
Liittyvät organisaatiot
OKM-raportointi: Kyllä
Raportointivuosi: 2021
JUFO-taso: 2
