Franks, Anton and Jewitt, Carey (2001) The Meaning of Action in Learning and Teaching. British Educational Research Journal, 27 (2). pp. 201-218. ISSN Print: 0141-1926 Online: 1469-3518
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Abstract
Action is a highly theorised aspect of social life nonetheless it remains a relatively neglected source of data within educational research. This paper attempts to highlight the significance of the analysis of organised action within educational research. It describes and demonstrates an analytical approach to action applicable to the classroom developed from approaches to the analysis of bodily communication and action in drama education (Franks, 1995 & 1996) and from new approaches to rhetoric developed in the research project ‘Rhetorics of the Science Classroom’ funded by the ESRC (Kress, Jewitt, Ogborn & Tsatsarelis, forthcoming). These approaches draw on social semiotic theories of making meaning in order to describe the complex relationship between the semiotics of social action and the situated experience of learning in the classroom. This paper describes how action realises meanings and shapes classroom interaction through the application of the schema to video data from a science lesson on energy with year nine pupils (14 years-old). Finally, it draws attention to the research and pedagogical implications of a focus on action in the science classroom and in education more generally.
| Item Type: | Article |
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| Additional Information: | This is an electronic version of an article published in Franks, Anton and Jewitt, Carey (2001) The Meaning of Action in Learning and Teaching. British Educational Research Journal, 27 (2). pp. 201-218. British Educational Research Journal is available online at: http://www.informaworld.com/10.1080/01411920120037144 |
| Subjects: | Departments > Learning, Curriculum and Communication Departments > London Knowledge Lab |
| Depositing User: | IOE Repository Editor (2) |
| Date Deposited: | 22 Jan 2010 16:27 |
| Last Modified: | 26 Jun 2012 22:24 |
| URI: | http://eprints.ioe.ac.uk/id/eprint/854 |
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