Pedagogical Link-Making: Exploring a Teacher's Framing of Interactions in a Regular Classroom Context

• In Event: Poster Session 6
  In Poster Session: Social and Cultural Influences on Learning and Motivation

Abstract

Our purpose is to gain knowledge about how teachers framing of interactions in science classrooms enables productive use of dialogues as resources for student’s meaning making. The aim is to scrutinize the complexity of using student’s everyday experience and knowledge as resources for constructing meaning of curricular concepts. Theoretically, socio-cultural and dialogical approaches are used. Video recordings of teacher student interactions in a Public lower secondary school in Norway constitutes the data. The results show how the teachers framing of interactions in classroom talk to a significant degree decreases complexity in students learning and meaning making. Thus, the teacher’s constitution of frames invites to certain types of dialogues and influence the student’s appropriation of resources available in the classroom interactions.

Authors

• Astrid Camilla Wiig, University College of Souteast Norway

• Kenneth Silseth, University of Oslo