Silencing of Voices in a Swedish Science Classroom
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| Title: | Silencing of Voices in a Swedish Science Classroom |
|---|---|
| Language: | English |
| Authors: | Ramos de Robles, S. Lizette |
| Source: | Cultural Studies of Science Education. Mar 2018 13(1):21-29. |
| Availability: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Science Instruction, Learning Processes, Foreign Countries, Grading, Student Evaluation, Teacher Role, Formative Evaluation, Student Participation, Classroom Communication, Sociocultural Patterns, Science Teachers, Teaching Methods, Student Attitudes |
| Geographic Terms: | Sweden |
| DOI: | 10.1007/s11422-016-9741-9 |
| ISSN: | 1871-1502 |
| Abstract: | From a sociocultural perspective, I discuss data from a Swedish science classroom presented in María Gómez's article "Student Explanations of their Science Teachers' Assessments, Grading Practices, and How they learn Science". In this discussion, I focus on the need to change existing conceptions of assessment in the teaching and learning of science. Next, I talk about the importance of taking into consideration the dialectic between agency and passivity as filters in order to understand what student silence may signify in science classes as well as in relation to their perceptions of assessment. I conclude with the importance of the teacher's role in developing formative assessment, along with the challenges in developing assessments which transform science education into a relevant field of knowledge for both students and society at large. |
| Abstractor: | As Provided |
| Number of References: | 16 |
| Entry Date: | 2018 |
| Accession Number: | EJ1173423 |
| Database: | ERIC |
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| Abstract: | From a sociocultural perspective, I discuss data from a Swedish science classroom presented in María Gómez's article "Student Explanations of their Science Teachers' Assessments, Grading Practices, and How they learn Science". In this discussion, I focus on the need to change existing conceptions of assessment in the teaching and learning of science. Next, I talk about the importance of taking into consideration the dialectic between agency and passivity as filters in order to understand what student silence may signify in science classes as well as in relation to their perceptions of assessment. I conclude with the importance of the teacher's role in developing formative assessment, along with the challenges in developing assessments which transform science education into a relevant field of knowledge for both students and society at large. |
|---|---|
| ISSN: | 1871-1502 |
| DOI: | 10.1007/s11422-016-9741-9 |
