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dc.contributor.authorLehesvuori, Sami
dc.contributor.authorAmetller, Jaume
dc.date.accessioned2021-10-26T05:16:59Z
dc.date.available2021-10-26T05:16:59Z
dc.date.issued2021
dc.identifier.citationLehesvuori, S., & Ametller, J. (2021). Exploring coherence and authorship in pedagogical link-making in science. <i>International Journal of Science Education</i>, <i>43</i>(17), 2791-2813. <a href="https://doi.org/10.1080/09500693.2021.1991599" target="_blank">https://doi.org/10.1080/09500693.2021.1991599</a>
dc.identifier.otherCONVID_101608444
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/78318
dc.description.abstractDespite rapid changes in education, science classrooms will remain central forums where fragmented pieces of information are brought together to construct coherent knowledge as concepts and explanatory scientific storylines. There is limited work stressing the importance of the interplay between how content is communicated through pedagogical link-making and the use of communicative approaches. Even less research addresses the role of coherence in this process. In this study, through exploring three cases of teachers teaching the same topic, we will bring forth differences on how links between past and to be learned scientific knowledge are made. We look at how authorship – whether teacher or students make the links – is related to students cognitively and emotionally engaged with the discussion. Besides revealing differences in these aspects, communicational coherence was found manifesting in different levels in the examples. Based on the findings, we discuss the role of communicational coherence and pedagogical link-making in meaningful learning of science.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesInternational Journal of Science Education
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherpedagogical link-making
dc.subject.othercoherence
dc.subject.otherclassroom interaction
dc.subject.otherscience teaching
dc.titleExploring coherence and authorship in pedagogical link-making in science
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202110265348
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange2791-2813
dc.relation.issn0950-0693
dc.relation.numberinseries17
dc.relation.volume43
dc.type.versionpublishedVersion
dc.rights.copyright© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
dc.rights.accesslevelopenAccessfi
dc.subject.ysoopetuskeskustelu
dc.subject.ysotiedekasvatus
dc.subject.ysoluokkatyöskentely
dc.subject.ysoluonnontieteet
dc.subject.ysodialogisuus
dc.subject.ysokoherenssi
dc.subject.ysopedagogiikka
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p17666
jyx.subject.urihttp://www.yso.fi/onto/yso/p22126
jyx.subject.urihttp://www.yso.fi/onto/yso/p568
jyx.subject.urihttp://www.yso.fi/onto/yso/p6227
jyx.subject.urihttp://www.yso.fi/onto/yso/p10824
jyx.subject.urihttp://www.yso.fi/onto/yso/p14283
jyx.subject.urihttp://www.yso.fi/onto/yso/p1584
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1080/09500693.2021.1991599
dc.type.okmA1


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