Experiences in Sense Making: Health Science Students’ I-Positioning in an Online Philosophy of Science Course
Arvaja, M. (2015). Experiences in Sense Making: Health Science Students’ I-Positioning in an Online Philosophy of Science Course. Journal of the Learning Sciences, 24 (1), 137-175. doi:10.1080/10508406.2014.941465
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Journal of the Learning SciencesAuthors
Date
2015Discipline
Koulutuksen tutkimuslaitosCopyright
© Taylor & Francis Group, LLC. This is a final draft version of an article whose final and definitive form has been published by Taylor & Francis (Routledge). Published in this repository with the kind permission of the publisher.
This article reports on a qualitative study on the dialogical approach to learning in the context of
higher education. The aim was to shed light on the I-Position and multivoicedness in students’
identity-building, and to provide empirical substantiation for these theoretical constructs,
focusing especially on the connection between personal knowledge and theoretical knowledge.
The study explored how health science students’ reflections on their work and discipline-related
experiences provided resources for making personal sense of and understanding the subject
studied. The students undertook an online course on the philosophy of science. To study
students’ internal and external dialogue in terms of multivoicedness in their sense-making
processes a discourse analysis combined with a dialogical approach was applied. The results
showed that in reflecting on their experiences in the light of different scientific approaches, the
students became engaged in dialogues with different voices, thereby experiencing tensions in
their professional positioning. The reasoning tasks gave rise to internal dialogue, involving
negotiation between different I-Positions of the self or heterodialogue with the texts. These
identity negotiations were manifested in refining, strengthening, and re-constructing professional
and scientific I-Positions, and in sharing and constructing a We-Position.
...


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Routledge; International Society of the Learning SciencesISSN Search the Publication Forum
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