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Teachers’ Use of Hybrid Contexts as Means for Facilitating the Negotiation of the Science Content
Linnaeus University, Växjö, Sweden.ORCID iD: 0000-0003-3349-226x
Lund University, Lund, Sweden.
2016 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

A large challenge in most western schools is to enhance and stimulate students’ engagement and motivation to learn science. The lack of interest is evident in several large-scale studies where students express negative attitudes towards learning science. However, Hässler and Hoffman (2000) show that the issue of interest is more complex, as the students in their study expressed negative attitudes towards school science but appeared positive towards science in a popular and practical context. Furthermore, Cerinin et al  (2003) concluded an increased interest for science education among students when teaching also includes societal references and connections to students’ everyday lives. This means that teachers need to take into consideration also other contexts than the school science context and by that create hybrid contexts as a resource for science learning. The question is to what extent and in what ways science teachers in lower secondary school manage to involve other contexts when introducing science lessons. In this study we are therefore interested in exploring in what ways teachers employ and relate other contexts to the school science context in order to facilitate the negotiation of the science content. This means that we explore how teachers introduce other societal contexts such as for example references to media or a narrative when introducing their science lessons and by that create hybrid contexts. The notion of hybrid contexts is inspired by Kambrelis and Wehunt (2012) who describe hybrid discourses as teachers’ use of words and expressions that may belong to different discourses depending on the framing. This study instead aims to identify situations where teachers use not only words and expressions outside the science discourse but also introduce other contexts than school science and by that create hybrid contexts. © 2016 by Research Centre on Child Studies (CIEC)

Place, publisher, year, edition, pages
2016.
National Category
Didactics
Identifiers
URN: urn:nbn:se:hh:diva-35171OAI: oai:DiVA.org:hh-35171DiVA: diva2:1148131
Conference
International Organization for Science and Technology Education (IOSTE), XVII IOSTE Symposium, Science and Technology Education for a Peaceful and Equitable World, 11-16 July, 2016, Braga, Portugal
Available from: 2017-10-10 Created: 2017-10-10 Last updated: 2017-10-10Bibliographically approved

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Granklint Enochson, Pernilla

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf