Browsing by Subject "Interactional analysis"

Sort by: Order: Results:

Now showing items 1-4 of 4
  • Kervinen, Anttoni; Roth, Wolff-Michael; Juuti, Kalle; Uitto, Anna (2020)
    Science education can be alienating for students, as it is apart from the mundane world with which they are familiar. Science education research has approached the gap between everyday understandings and science learning largely as a challenge arising while learning about science concepts and the kinds of instructional approaches that may support this. However, the forms of everyday ways of relating to the world fundamentally expand beyond conceptual understandings. In this study, we use data from an outdoor science learning setting to examine a range of non-conceptual but culturally possible and intelligible ways in which students actually connect science learning processes to their everyday world and its characteristic commonsense understandings. Our study shows how students' (a) spontaneous embodied explorations, (b) humor in all of its bodily and grotesque forms, and (c) narrative representation and interpretation of the world are used to contextualize science learning, namely its environment and content, within their familiar world. We show how students draw on these fundamental cultural forms of understanding the world even without particular instructional support while, at the same time, completing their science tasks according to the goals set by their teachers. Our findings suggest that the ways in which students connect their everyday world with science learning do not have to be explicitly related to the particular conceptual learning goals but can parallel conceptual learning while contextualizing it in affectively meaningful ways.
  • Rönnqvist, Sara Fanny Maria; Lindström, Jan (2021)
  • Nilsson, Jenny; Norrby, Catrin; Bohman, Love; Skogmyr Marian, Klara; Wide, Camilla; Lindström, Jan (2020)
    This study investigates the use of greetings in Sweden-Swedish and Finland-Swedish service encounters and the social meaning of different greeting forms. Situated within the framework of variational pragmatics, the study explores Swedish as a pluricentric language and investigates with interactional and statistical analyses to what extent the variable nation affect variation in greeting forms. While nation indeed is an important factor, the study also illustrates how social variables such as age, gender and participant roles as well as situational variables such as medium, region and venue impact the greeting choices participants make. Further, by applying an interactional analytical perspective the study contributes to the methodological development of variational pragmatics. This analysis shows how the sequential position of a greeting plays a part in the choice of greetings, and demonstrates that pragmatic variation emerges in interaction. The article suggests that greetings can be a resource for indexing the degree of social distance between interlocutors, and thereby manifest recurring cultural patterns.
  • Hilppö, Jaakko; Stevens, Reed (2020)
    In an era of high-stakes testing and performance demands that regulate future educational opportunities and affect how schools are managed and funded, failure can easily become stigmatized in the practices of schooling. In turn, it can lead students to avoid activities in which they can be evaluated as failing. As researchers, if we wish to help students recognize the value of failure in the process of learning and to capitalize on failures as significant learning opportunities, we must find ways in which failure at school can be reframed as something productive, rather than punitive. In this study, we investigated how student experience in a FUSE Studio—an alternative infrastructure for learning in schools organized around principles of student choice and interest (Stevens et al., 2016)— support a different, more productive ‘use’ of failure. Our study is an investigation of how failure was framed in the FUSE Studio by students and teachers and whether these participants recognized learning from failure as a productive part of their FUSE Studio experience. Our analysis, which was based on a year-long video ethnography conducted in a typical FUSE Studio, revealed two distinct ways in which failure was framed. In addition, an analysis of participant interviews highlighted that the students and a facilitator viewed failure as a significant and productive part of their FUSE Studio experience. In sum, the study contributes to the existing literature on the value of failure for learning, by highlighting a way that failure can be framed as being productive for both students and teachers.