Halvtidsseminarium: Susanne Lingblom om elevers utveckling av vetenskapligt språk
Språket formar kunskapen – särskilt i naturvetenskap. Följ med när doktorand Susanne Lingblom delar med sig av sina resultat om hur elever erövrar det vetenskapliga språket redan i mellanstadiet.
Varmt välkommen till Susanne Lingbloms halvtidsseminarium! Susanne är doktorand i ämnesdidaktik i matematik och naturvetenskap och presenterar här sin pågående forskning om hur elever i mellanstadiet utvecklar ett vetenskapligt språk – och hur det rustar dem för en mer formell naturvetenskapsundervisning i högstadiet.
Titel: Students learning science language in later primary school – how they are prepared for a more formal science education in secondary school
Opponent: Marianne Ødegaard, professor, Universitetet i Oslo
Huvudhandledare: Anna-Karin Westman, docent
Biträdande handledare: Nina Eliasson, lektor, och Hugo von Zeipel, lektor
Plats: Campus Sundsvall, sal N102, samt digitalt via Zoom
Zoom-länk till seminariet
Seminariet hålls på svenska och norska.
Abstract
Previous research has described that there is a big step between science lessons in primary school with a concrete, context-based education compared to secondary school with a more abstract science education with the use of a denser scientific language. Therefor this doctoral project examines how students in upper primary school, 4th – 6th grade can be prepared for a more demanding science education in secondary school, with focus on the use of scientific language.
The study is a longitudinal case study of teachers and their school classes, with videotaped observations of their science lessons from 4th to 6th grade. The first study provided information about affordances of scientific words in three 4th and/or 5th, grade classrooms. Differences of socioeconomic status (SES) and the number of second language learners in the observed classes showed different kinds of affordances. In the classroom with many second language learners, there were more affordances of repetitions of the scientific words combined with scaffolding gestures compared to the other classrooms. The classroom in an area of low SES provided fewer affordances of scientific words and more descriptions of these words in an everyday language.
The second study, students’ opportunities to use a scientific language, is in progress. Most of the dialogues in the classrooms are in the form of teacher asking closed questions that students answer with one or a few words. This seems to give few opportunities for the students to develop their science language skills.
The plan forward is to study the progression of students learning science language from 4th to 6th grade in the studied classrooms.