Frames for learning science: analyzing learner positioning in a technology-enhanced science project

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.

Keywords:

• frames
• identity
• positioning
• technology
• interaction analysis
• social organization
• science education

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Kenneth Silseth is a postdoctoral fellow at the Department of Education, University of Oslo. Among his research interests are student's identity work and learning trajectories in and across settings, and the use of different types of technologies in these processes. Silseth has published journal articles on such topics as game-based learning, simulations, social media, and digital storytelling.

Associate Professor Hans Christian Arnseth is an expert in the field of Computer-supported Collaborative Learning, the use of interaction analysis to study learning and identity construction in and across formal and informal learning contexts, and the use of games and simulations in learning.