scholarly journals Developing reflection-in-musicking in creative practices

2020 ◽  
Vol 1 (1) ◽  
pp. 132-150
Author(s):  
Tine Grieg Viig
Keyword(s):  
Secondary School ◽  
The Body ◽  
Upper Secondary School ◽  
Sociocultural Perspective ◽  
Group Of Seven ◽  
Video Recordings ◽  
Upper Secondary ◽  
Reflection In Action ◽  
Empirical Material

This article examines the development of reflection-in-musicking in a Write an Opera project at a Norwegian upper secondary school. As part of a PhD project, this case study focuses on a group of seven participants collaborating to create music for an opera with a professional composer facilitating the process. Interviews, observations and video-recordings make up the body of the empirical material. Theories of musicking (Small 1998) and reflection-in-action (Schön, 1983, 1987), and a sociocultural perspective, have been central to understanding the creative practices examined in this study. Learning features found build on socially and culturally co-constructed repertoires of experience, knowledge and skills. Three modes of reflection-in-musicking are identified from the empirical data: aesthetic, artistic and structural.

scholarly journals Att utveckla elevers förmåga att formulera undersökningsbara frågor i naturvetenskap: Mangling av en didaktisk modell

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Sara Planting-Bergloo ◽  
Maria Andrée ◽  
Josefin Reimark ◽  
Emma Henriksson ◽  
Sebastian Björnhammer ◽  
...  
Keyword(s):  
Science Education ◽  
Secondary School ◽  
School Science ◽  
Upper Secondary School ◽  
Scientific Investigations ◽  
Video Recordings ◽  
Upper Secondary ◽  
Epistemological Analysis ◽  
Support Students ◽  
Ultimate Purpose

En viktig målsättning för naturvetenskaplig undervisning är att utveckla förmågan att formulera undersökningsbara frågor. Syftet med den här studien är att undersöka hur undervisning som utformats med hjälp av metoden Question Formulation Technique (QFT) kan stödja utveckling av elevers förmåga att formulera naturvetenskapligt undersökningsbara frågor.  QFT är en modell för att utveckla elevers förmåga att formulera och värdera sina egna frågor i allmänhet. I studien prövas QFT i en svensk skolkontext och inom ramen för naturvetenskaplig undervisning. Studien genomfördes som en interventionsstudie i gymnasieskolan och inom ramen för kursen Gymnasiearbete. I kursen ska eleverna genomföra en egen naturvetenskaplig undersökning. QFT användes för att utforma undervisning som del av introduktionen till kursen. Data består av videoinspelningar av elevsamtal från undervisning som har analyserats utifrån ett pragmatiskt ramverk med organiserande syften och praktisk epistemologisk analys. Resultaten visar vilka närliggande syften som etableras i elevernas samtal om undersökningsbara frågor i undervisningen: (A) att producera så många frågor som möjligt, (B) att bedöma vilka frågor som är mest relevanta, (C) att kategorisera frågor, (D) att hitta och specificera ett undersökningsobjekt och (E) att planera för att genomföra en undersökning. Slutsatsen är att QFT kan fungera som stöd för lärares planering av undervisning om naturvetenskapligt undersökningsbara frågor under förutsättning att läraren aktivt stödjer eleverna i att uppmärksamma centrala kvaliteter avseende undersökningsbarhet och genom att binda samman närliggande syften med det övergripande syftet.  In English An important goal for science education is to develop students’ ability to formulate questions of inquiry. The aim of this study is to investigate if science teaching designed from the method “Question Formulation Technique” (QFT) can support the development of this ability. QFT is a model for developing students' ability to phrase and evaluate questions in general which has been developed in a US context. In this study QFT is used in a Swedish context and within upper secondary school science education. The study is an intervention study where QFT was used as part of the introduction to Diploma work in the final year of upper secondary school. During the diploma work students are expected to conduct their own scientific investigations. The data consists of video recordings of student conversations while working with the formulation of questions for inquiry as part of a research lesson designed using QFT. Data was analyzed using a pragmatic approach of combining practical epistemological analysis (PEA) and organising purposes. The results show that five proximate purposes were established in the student conversations while the students engaged in formulating and refining questions of inquiry based on the QFT model. The five proximate purposes were: (A) to produce as many questions as possible, (B) to assess which questions are most relevant, (C) to categorize questions, (D) to find and specify the object of inquiry and (E) plan to conduct an inquiry. In conclusion, QFT can support the planning of teaching in relation to the ultimate purpose regarding how to formulate and refine questions of inquiry provided that the teacher actively participates to support students in connecting the established proximate purposes with the ultimate purpose. Fulltext in Swedish.

scholarly journals L2 fluency in spoken interaction: a case study on the use of other-repetitions and collaborative completions

2018 ◽  
pp. 118-138
Author(s):  
Pauliina Peltonen
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Empirical Studies ◽  
Upper Secondary School ◽  
School Students ◽  
Theoretical Approaches ◽  
Upper Secondary ◽  
Spoken Interaction ◽  
Problem Solving Task

Second language (L2) speech fluency has usually been studied from an individual’s perspective with monologue speech samples, whereas fluency studies examining dialogue data, especially with focus on collaborative practices, have been rare. In the present study, the aim was to examine how participants maintain fluency collaboratively. Four Finnish upper secondary school students of English completed a problem-solving task in pairs, and their spoken interactions were analyzed qualitatively with focus on collaborative completions and other-repetions. The findings demonstrated that collaborative completions and other-repetitions contribute to interactional fluency by creating cohesion to the interaction. Collaborative completions were also used to help the interlocutor to overcome temporary (individual) disfluent phases. Overall, the findings suggest that individual and interactional fluency are intertwined in spoken interaction, which should be acknowledged in theoretical approaches to L2 fluency and in empirical studies examining L2 fluency in interactional contexts.

scholarly journals Scaffolding open inquiry: How a teacher provides students with structure and space

2015 ◽  
Vol 11 (3) ◽  
pp. 223-237 ◽  
Author(s):  
Birgitte Bjønness ◽  
Stein Dankert Kolstø
Keyword(s):  
Secondary School ◽  
Scientific Inquiry ◽  
Interaction Analysis ◽  
Upper Secondary School ◽  
Open Inquiry ◽  
Upper Secondary ◽  
Set Up ◽  
Scaffolding Strategies ◽  
Present Case Study

The present case study examines a teacher’s scaffolding strategies supporting his students during a twelve-week open inquiry project at an upper secondary school. We use interaction analysis to identify how he provides structure and space in the different phases of open inquiry as well as how it constitutes the students’ inquiry process. The study reveals that the teacher scaffolded this open inquiry in two opposing ways; he created space for the students to make their own experiences and ideas, which eventually set up the need for more directed scaffolding to discuss the challenges students experienced, and directing students’ ideas in certain directions in phases with structure. We suggest that the interplay between structure and space creates what can be seen as a driving force providing both exploration and direction for open inquiry. Moreover, we propose that the dual concept of ‘structure and space’ can work as a thinking tool to promote teachers’ competence on how to scaffold more authentic versions of scientific inquiry in schools.

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