Session Information
27 SES 02 C, Students Learning Trajectories and Ways of Knowing at School
Paper Session
Contribution
The purpose of this article is to explore how teachers dialogically construct intercontextuality in students learning trajectories. In addition, this detailed study documents the potential and difficulties of using everyday knowledge and experience as resources for constructing intercontextuality dialogically. The article draws upon data from a three-year ethnographic study in in a lower secondary school in Norway, and analyze student-teacher interactions in science and first language (Norwegian). The analysis is based on socio-cultural and dialogical approaches to meaning making and learning, where video data is subjected to interaction analysis.
A prevailing argument in educational research is that using student’s everyday knowledge and experience will enhance students learning and meaning making in ways that stretches beyond formal settings and school contexts (Banks et al., 2007; Erstad et al. 2011; Hull & Schultz, 2001; Kumpulainen & Lipponen, 2010). Researchers have for the last decades had a common interest in exploring how to support and design for the movement of “everyday” across informal and formal learning practices to construct robust learning activities (Barron, 2006; Brown, Collins, & Duguid, 1989; Gibbons, 2006; Gutierrez, 2014; Leander, Philips, & Tylor, 2010; Resnick, 1987). Although, Engle & Conant (2002) have documented that building upon the prior knowledge and experience of students in general, is a challenging mission for teachers, they have paid less attention to provide a detailed and longitudinal account of how teacher – student interactions are socially negotiated in regular classroom dialogues. Some researchers, (Engle, 2006) has argued for the notion of creating intercontextuality by framing learning contexts and content interactionally in order to position the learners as active contributors to their own learning activities. Yet, fostering interest and engagement among students in classroom practice, even though teachers create opportunities for students to make connections between contexts of learning, is a highly demanding task (Kumpulainen & Lipponen, 2010; Aaberg, Mäkitalo & Säljö, 2010). Thus, further exploration and research is needed for analyzing the complexity and the possibilities for increasing the quality of constructing intercontextuality in students learning trajectories. A detailed moment-by-moment analysis of teacher-student interaction might illuminate the complexity and contribute to the research field with relevant findings of how to construct robust learning activities when building on everyday knowledge in classroom dialogues.
In order to study how teachers use everyday knowledge in instructional trajectories, we employ a dialogic approach to learning and meaning making. In this article, we explore how teachers provide students with opportunities to make connections between their multiple cultural, historical and literate knowledge and experiences. More specifically, we examine how teacher’s frame interactions to construct intercontextuality (Engle, 2006) in the complex interplay of classroom interactions. In particular, we examine the patterns of teacher’s practice using students existing knowledge and experience as resources for meaning making, in science and first language (Norwegian) lessons. As part of these teacher practices, we are also interested in examining how students are positioned as learners (Van de Sande & Greeno, 2012) in the ongoing dialogues. The data consists of video recordings of classroom interactions from a qualitative study at a lower secondary school in Norway.
The following research question guide the study: How do teachers use everyday knowledge and experiences as resources for meaning making in classroom dialogues?
Method
Expected Outcomes
References
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