Abstract
This article sets out to examine how meaning is made in classroom activities during a science class in lower secondary school. The analysis presented is based on video recordings and observations in a class with 15-year-old students. The findings consist of three themes. First, a great emphasis was put on precision and second, on procedures. Students’ questions and suggestions regarding the lesson content were handled in a way that favored these two components. Third, findings identify precision and procedures as two nonnegotiable features of school science. It is suggested that if the rationales for these features of school science are communicated to students, their participation in, and understanding of, the enterprise are facilitated.
Résumé
Cet article propose d’analyser comment les signifiés sont créés au cours des activités en classe dans les cours de sciences au premier cycle du secondaire. Notre analyse se fonde sur des enregistrements vidéo et des observations de classe portant sur des élèves de 15 ans. Les résultats portent sur trois aspects. D’abord, une grande importance a été accordée à la précision. Ensuite, ce sont les procédures qui ont retenu notre attention. En effet, les questions et suggestions des étudiants au sujet du contenu des leçons ont été traitées de façon à favoriser ces deux composantes. Troisièmement, les résultats indiquent que la précision et les procédures sont deux aspects non négociables des cours de sciences à l’école. Nous estimons que, si la raison d’être de ces composantes des cours de sciences sont communiquées aux étudiants, cela favorisera leur niveau de participation et de compréhension.
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This article was accepted by Dr. Derek Hodson.
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Lundin, M. Meaning Making of Precision and Procedures in School Science. Can J Sci Math Techn 8, 25–34 (2008). https://doi.org/10.1080/14926150802152194
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DOI: https://doi.org/10.1080/14926150802152194