Exploring coherence and authorship in pedagogical link-making in science
Bibliographic Data
| ID | 21589286 |
|---|---|
| Authors | Sami Lehesvuori (0000-0003-3889-5279, University of Jyväskylä, corresponding author), Jaume Ametller (0000-0002-9289-6718, Universitat de Girona) |
| Year | 2021 |
| Volume | 43 |
| Issue | 17 |
| Pages | 2791-2813 |
| Publication date | 2021-11-22 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2021.1991599 |
| OpenAlex | W3209318037 |
| Language | EN |
| Citations received | 7 |
| References cited | 54 |
Despite rapid changes in education, science classrooms will remain central forums where fragmented pieces of information are brought together to construct coherent knowledge as concepts and explanatory scientific storylines. There is limited work stressing the importance of the interplay between how content is communicated through pedagogical link-making and the use of communicative approaches. Even less research addresses the role of coherence in this process. In this study, through exploring three cases of teachers teaching the same topic, we will bring forth differences on how links between past and to be learned scientific knowledge are made. We look at how authorship – whether teacher or students make the links – is related to students cognitively and emotionally engaged with the discussion. Besides revealing differences in these aspects, communicational coherence was found manifesting in different levels in the examples. Based on the findings, we discuss the role of communicational coherence and pedagogical link-making in meaningful learning of science
Epistemology · Mathematics education · Nature of Science · Pedagogy · Science education · Sociology · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Psychology · Science Education and Pedagogy
Unleashing computational thinking
Phenomenon-based learning and storylines in K-12 science education
Towards the pedagogical validation of science Cefr-aligned literacy descriptors in secondary CLIL classroom interaction
Discovering technology-aided possibilities for automatic analysis of science teacher questions
Semiosis and joint student–teacher action. Contract-milieu dialectics in a case study of two subsequent primary school earth science sessions
What Happens When Early Childhood Science Teachers Value Student Authorship
Student-centredness in physics laboratory teaching sessions
Language, Context, and Text
Dialogic Education and Technology
Vygotsky's Educational Theory in Cultural Context
How to do Discourse Analysis
Cohesion in English
The tension between authoritative and dialogic discourse
Dialogue in the Classroom
Instructional Program Coherence
Teaching through Interactions
Teacher questioning in science classrooms
Understanding and sharing intentions
Speech Genres and Other Late Essays
Using global observation protocols to inform research on teaching effectiveness and school improvement
Introduction
Experience and Education
Rote Versus Meaningful Learning
| Unique citing works | 7 |
|---|---|
| Citations per year | 1,75 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |