ERIC Number: EJ1101643
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 42
Frames for Learning Science: Analyzing Learner Positioning in a Technology-Enhanced Science Project
Silseth, K.; Arnseth, H. C.
Learning, Media and Technology, v41 n2 p396-415 2016
In this article, we examine the relationship between how students are positioned in social encounters and how this influences learning in a technology-supported science project. We pursue this topic by focusing on the participation trajectory of one particular learner. The analysis shows that the student cannot be interpreted as one type of student having only one type of identity as a learner. His position as a learner shifts multiple times during the instructional trajectory. We discuss the different consequences that this has on the student's participation and learning of science.
Descriptors: Technology Uses in Education, Educational Technology, Science Instruction, Student Participation, Social Influences, Case Studies, Cooperative Learning, Teaching Methods, Video Technology, Interaction, Secondary School Students, Museums, Foreign Countries, Energy, Scientific Concepts, Science Experiments
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: Norway