Kunskapens makt: Hur lärare möjliggör elevers deltagande och kunskapande i NO- och teknikklassrum
Tidsperiod: 2013-01-01 till 2015-12-31
Projektledare: Anna Danielsson, Anna T. Danielsson
Medarbetare: Leif Östman, Åke Ingerman, Maria Berge, Malena Lidar
Budget: 5 611 000 SEK
A central area in science education research is students´ constitutions of conceptual and procedural knowledge. The proposed project provides novel perspectives on this area, by exploring what knowledge constitutions that are favoured in relation to the constitution of power relations in the classroom. The aim is to explore how knowledge and power are mutually constituted in meaning-making processes in science and technology (S&T) classrooms, in relation to the teachers´ enactment of a disciplinary discourse. The empirical data is collected in three stages: 1) teachers are selected based a questionnaire and interviews; 2) classroom activities are observed and video-recorded; 3) interviews with teachers and students. The analysis of the video-recordings will make use of two analytical perspectives: practical epistemological analysis, focusing on the role of the teacher for the students´ meaning-making, and positioning theory, focusing on how students, teacher and disciplinary discourse are interactively positioned. By analysing the interrelationship of knowledge and power, the project contributes to the knowledge about processes of inclusion and exclusion in S&T, thus informing an inclusive teaching in the disciplines and the engagement of a more diverse student group.