Abstract

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.

Citation

Silseth, K. & Arnseth, H.C. (2016). Frames for Learning Science: Analyzing Learner Positioning in a Technology-Enhanced Science Project. Learning, Media and Technology, 41(2), 396-415. Retrieved October 1, 2023 from https://www.learntechlib.org/p/175614/.

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Keywords

• case studies
• Cooperative learning
• educational technology
• Energy
• Foreign Countries
• interaction
• museums
• Science Experiments
• Science Instruction
• Scientific Concepts
• Secondary School Students
• Social Influences
• student participation
• teaching methods
• Technology Uses in Education
• Video Technology