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Analysing the Continuity of Teaching and Learning in Classroom Actions: When the Joint Action Framework in Didactics Meets the Pragmatist Approach to Classroom Discourses
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Ligozat, Florence; Lundqvist, Eva; Amade-Escot, Chantal – European Educational Research Journal, 2018
One strand of comparative didactics aims at discussing the relationships between the theoretical constructions developed within subject didactics and how these can contribute to research about teaching and learning. This article explores the relationships between categories for analysing joint actions of teacher and students (didactic contract,…
Descriptors: Foreign Countries, Comparative Education, Science Education, Science Instruction
Institutional Traditions in Teachers' Manners of Teaching
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Lundqvist, Eva; Almqvist, Jonas; Ostman, Leif – Cultural Studies of Science Education, 2012
The aim of this article is to make a close case study of one teacher's teaching in relation to established traditions within science education in Sweden. The teacher's manner of teaching is analysed with the help of an epistemological move analysis. The moves made by the teacher are then compared in a context of educational philosophy and…
Descriptors: Video Technology, Educational Theories, Educational Philosophy, Foreign Countries
Epistemological Norms and Companion Meanings in Science Classroom Communication
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Lundqvist, Eva; Almqvist, Jonas; Ostman, Leif – Science Education, 2009
In this paper, we describe two central epistemological norms related to the importance of making investigations and to scientific language and its logic. These norms have been identified in empirical material consisting of 200 video-recorded lessons in three different science classes. With regard to the learning of science and socialization, we…
Descriptors: Classroom Communication, Scientific Principles, Epistemology, Science Education
Teaching and Learning in the Science Classroom: The Interplay between Teachers' Epistemological Moves and Students' Practical Epistemology
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Lidar, Malena; Lundqvist, Eva; Ostman, Leif – Science Education, 2006
The practical epistemology used by students and the epistemological moves delivered by teachers in conversations with students are analyzed in order to understand how teaching activities interplay with the "how" and the "what" of students' learning. The purpose is to develop an approach for analyzing the process of privileging…
Descriptors: Sociocultural Patterns, Epistemology, Science Instruction, Teaching Methods