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En samtida diskurs om hjärnans betydelse för undervisning och lärande: Kritisk analys av artiklar i lärarfackliga tidskrifter
Högskolan i Borås.
Högskolan i Borås.
2018 (svensk)Inngår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, nr 1, s. 7-25Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The aim of this article is to shed light on 1) how representatives of a certain research field, i.e. neuroscience, view problems in the classroom and 2) how and by whom these problems should be addressed. This is done through a critical discourse analysis of four strategically selected articles published in two teacher union journals where neuroscientifically oriented researchers and teachers are interviewed about the potential of brain-based education. Our analysis follows five steps. Firstly, we identify how the problem of learning is constructed by neuroscientists and teacher union journals in combination and, secondly, what measures are suggested as appropriate to address the problem. In a third step, we identify the network of practices in which interviewed neuroscientists make up the hub. Towards the end, we report the inconsistencies and gaps emerging from the analysis and reflect on potential methodological problems. The overall conclusion is that representatives of neuroscience apply brain research to teaching and learning in ways that de-professionalise teachers.

sted, utgiver, år, opplag, sider
Falun: Högskolan Dalarna, 2018. Vol. 12, nr 1, s. 7-25
Emneord [en]
critical discourse analysis, neuropedagogy, teacher union journals, classroom practice
HSV kategori
Identifikatorer
URN: urn:nbn:se:du-29114OAI: oai:DiVA.org:du-29114DiVA, id: diva2:1271702
Merknad

Utbildning och lärande. Tidskrift

Tilgjengelig fra: 2018-12-18 Laget: 2018-12-18 Sist oppdatert: 2018-12-18bibliografisk kontrollert

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