Study guidance practices in science with Turkish speaking recently arrived pupils : A study focusing on scaffolding and meaning making

التفاصيل البيبلوغرافية
العنوان:	Study guidance practices in science with Turkish speaking recently arrived pupils : A study focusing on scaffolding and meaning making
عناروين إضافية:	Studiehandledningspraktiker i naturvetenskap med turkisktalande nyanlända elever : En studie med fokus på stöttning och meningsskapande
بيانات النشر:	Linköpings universitet, Avdelningen för lärande, estetik och naturvetenskap Linköpings universitet, Utbildningsvetenskap Linköping 2023
تفاصيل مُضافة:	Axelsson, Feyza
نوع الوثيقة:	Electronic Resource
مستخلص:	Recently arrived pupils are part of the school population at schools in Sweden as well as in other European countries. In Sweden these pupils might receive study guidance support in their first language in various school subjects including science. My dissertation aims to provide insights into Swedish study guidance practices for recently arrived pupils, with a focus on science study guidance, by investigating interactions between recently arrived Turkish-speaking pupils (grades 3–9) and their tutors. My theoretical framework draws on an approach to interactions from sociocultural theory: in particular, the theoretical concepts of meaning-making and scaffolding. The data are based on observations of interactions between the pupils and their tutor from 14 study guidance sessions in seven Swedish cities. The multimodal analysis method is used to analyze video recordings of interactions. I found three different ways that tutors used scaffolding to assist their pupils’ meaning-making of science content: translations, reformulations, and questions and answers. Science content was translated, reformulated, and investigated through questions and answers through interactions in Turkish and Swedish. The tutors used Turkish and Swedish as well as other multimodal resources in study guidance interactions as a way to increase the opportunities for pupils to make meaning around various phenomena and concepts in science. The pupils showed evidence of their meaning-making by, for example, associating the science content with their personal experiences in their homeland, by recalling previous knowledge, or by joining in scientific discussions using their first language. However, not every attempt at scaffolding using translations, reformulations, and questions and answers led to successful acquisition of the desired science content. In some cases, the pupils’ opportunities to gain access to more advanced scientific discussions about scientific texts in Swedish were limited, because Nyanlända elever är en del av elevunderlaget på skolor i såväl Sverige som i andra europeiska länder. I Sverige kan dessa elever få studiehandledning med sina studiehandledare i olika skolämnen, inklusive naturvetenskap på sitt första språk. Avhandlingens syfte är att öka kunskapen om svensk studiehandledningspraktik för nyanlända elever, med fokus på naturvetenskaplig studiehandledning, genom att undersöka interaktioner mellan nyanlända turkisktalande elever (åk 3–9) och deras studiehandledare. Det teoretiska ramverket bygger på ett förhållningssätt till interaktioner hämtat från sociokulturell teori, med särskilt fokus på de teoretiska begreppen meningsskapande och stöttning. Empirin består av observationer av interaktioner mellan studiehandledare och elever från 14 studiehandledningstillfällen i sju svenska städer. Multimodal analys används för att analysera videoinspelningar av interaktioner. Resultaten visar tre olika sätt studiehandledare använde som stöttningsprocesser för att främja elevers meningsskapande när det gäller naturvetenskapligt innehåll: översättningar, omformuleringar samt frågor och svar. Naturvetenskapligt innehåll översattes, omformulerades och behandlades genom frågor och svar, vilket skedde med hjälp av att interaktionerna på såväl turkiska som på svenska. Studiehandledarna använde turkiska och svenska tillsammans med andra resurser som ett sätt att öka elevernas möjligheter att skapa mening kring olika fenomen och begrepp i naturvetenskap. Eleverna visade bevis på sitt meningsskapande genom att till exempel associera det naturvetenskapliga innehållet med sina personliga erfarenheter i hemlandet, genom att återkalla tidigare kunskaper eller genom att delta i naturvetenskapliga diskussioner på sitt modersmål. Stöttning med hjälp av översättningar, omformuleringar och frågor och svar ledde dock inte alltid eleverna på rätt väg i deras meningsskapande. I vissa fall begränsades elevernas möjligheter att få tillgång till mer avancerade diskussio
مصطلحات الفهرس:	Science education, Immigrant pupils, Newly arrived pupils, Recently arrived pupils, Tutoring, Study guidance, Scaffolding, Meaning-making, First language, Second language, Multimodal interaction, Multilingual interactions, Naturvetenskapernas didaktik, Nyanlända elever, Studiehandledning, Stöttning, meningsskapande, Förstaspråk, Andraspråk, Multimodal interaktion flerspråkig interaktion, Didactics, Didaktik, Doctoral thesis, monograph, info:eu-repo/semantics/doctoralThesis, text
DOI:	10.3384.9789179295127
URL:	http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-191341 Studies in Science and Technology Education, 1652-5051 ; 115
الإتاحة:	Open access content. Open access content info:eu-repo/semantics/openAccess
ملاحظة:	application/pdf English
أرقام أخرى:	UPE oai:DiVA.org:liu-191341 urn:isbn:9789179295110 urn:isbn:9789179295127 doi:10.3384/9789179295127 1372213302
المصدر المساهم:	UPPSALA UNIV LIBR From OAIster®, provided by the OCLC Cooperative.
رقم الأكسشن:	edsoai.on1372213302
قاعدة البيانات:	OAIster

الوصف
DOI:	10.3384.9789179295127