Fysikdiskursen på Komvux : Betydelsen av student-lärarinteraktioner

Sammanfattning: This study draws upon the framework for analyzing the discourse of a science classroom introduced by Mortimer and Scott (2003). It has been used for many studies before on high school youths, but never on adults. Therefore, this study focuses on the interaction between teacher and students in an adult education on high school level in physics, and how students can change the classroom discourse. Observations took place in two different schools for adults, in four different teaching groups. The result was analyzed by pattern of interactions, communicative approach, teaching purpose, type of student questions and their effect on the classroom discourse. The result was that, although students initiated the most discussions, the teacher is in charge of their discussion. The students could mostly influence the physics discourse by asking questions that the teacher did not expect and therefore the teacher needed to change his way of teaching. These changes would only last for a short while, and then would the teacher return to the original way. The students also had a small influence over the discourse when they participate during the discussions that the teacher had planned beforehand, but the teacher would according to my study have the ultimate power in the classroom.