Attention: This site looks better in the latest Mozilla or Internet Explorer.

The Learning Conference 2003

Home | Newsletter | Call for Papers | Register

Presentation Details

 

Science Education in Primary and Secondary Level: An Analysis of the Discursive Transitions across Different Modalities of the Pedagogic Discourse

Dr Kostas Dimopoulos, Prof. Vasilis Koulaidis.


The aim of this paper is the mapping of the discursive transitions in school science from the primary to the secondary level. Our basic hypothesis is that the pedagogic discourse is constructed by the interplay of three basic dimensions, namely classification, formality and framing which correspond to the content specialization, the codes' elaboration and the agency of control of the pedagogical process respectively. According to our model each dimension can only take two values; either high (strong) or low (weak). Specifically, strong classification corresponds to subject matter epistemologically distinct from other than the scientific forms of knowledge, while weak classification means that the subject-matter is a mixture of elements derived from various knowledge domains. Furthermore, high formality corresponds to specialized codes that define reality in terms of abstractions and scientific conventions while low formality corresponds to codes resembling the vernacular ways of expression. Finally, strong classification means that the science teacher has full control over the determination of the conditions of the pedagogical process while weak classification means that at least some important aspects of this process are open to negotiation between the latter and his/her students.

The combination of values of classification, formality and framing produces eight different modalities, which are labelled as follows:
1. Esoteric authoritarian (strong classification, high formality, strong framing).
2. Esoteric liberal (strong classification, high formality, weak framing).
3. Metaphorical authoritarian (strong classification, low formality, strong framing).
4. Metaphorical liberal (strong classification, low formality, weak framing).
5. Mythical authoritarian (weak classification, high formality, strong framing).
6. Mythical liberal (weak classification, high formality, weak framing).
7. Public authoritarian (weak classification, low formality, strong framing).
8. Public liberal (weak classification, low formality, weak framing).

These modalities will be used so as to map the transition in school science from the primary to the secondary level as the latter is at least realized by the variation in the characteristics of one of the crucial most factors involved in the corresponding pedagogic discourse, that of the science textbooks.

Specifically, the discursive characteristics related to the pedagogical notions of classification, formality and framing are going to be analysed in the all the science textbooks used at the primary and secondary level respectively of the Greek system. Finally, the emerging path as well as all the alternative ones will be discussed in the light of their pedagogical implications.

Presenters

Dr Kostas Dimopoulos





Prof. Vasilis Koulaidis




Keywords
  • Science Education
  • Primary Level
  • Sondary Level
  • Classification
  • Formality
  • Framing
  • Pedagogic modalities
  • Pedagogic transition



(30 min Conference Paper, English)