The use of guided instructions are often debated in science education research, but nevertheless often used in lower secondary school. The aim of this licentiate thesis is to contribute to knowledge about science education in lower secondary school when pupils’ do lab work using guided instructions. Two pupils are observed when they, during an activity, are expected to interpret an instruction and handle different artifacts. In study 1, the aim is to exploratory investigate and illustrate and discuss how a pragmatic analysis of learning (a combination of practical epistemology analysis and pragmatic theory) may contribute when developing principles for guided lab work. The result showed that central principles for teaching is needed. Teachers need to participate during pupils’ lab work and focus on how pupils handle their learning environment and what pupils acknowledge as a learning environment. In study 2 the aim is to develop, empirically test and discuss a methodology (i.e. a combination of an analytical method, a strategy for analysis and pragmatic theory). The pragmatic inspired methodology is developed and tested to create knowledge about what kinds of different engagement may develop when pupils participate in guided lab work. In this study, which is based on earlier contributions to our understanding of engagement, interest and taste, two different intrinsic engagements were found; one is linked to the purpose of the activity and the other to enjoyment. The result showed that the first type of engagement is developed while the pupils solve a practical problem furthermore the pupils’ solution carries artistic qualities, (i.e. a personal investment beyond what is expected from the teacher regarding the laboratory work that they are involved in). Finally, I draw on studies 1 and 2 to conclude principles for guided lab work in lower secondary school. These principles may be useful when teachers want pupils to engage artistically in an activity.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:uu-500544 |
| Date | January 2023 |
| Creators | Jonsson, Malin |
| Publisher | Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, Uppsala : Department of Education |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Licentiate thesis, comprehensive summary, info:eu-repo/semantics/masterThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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