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A Study of Laughter in Science Lessons
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Abstract:
Laughter is a fundamental human phenomenon. Yet there is little educational research on the potential functions of laughter on the enacted (lived) curriculum. In this study, we identify the functions of laughter in a beginning science teacher's classroom throughout her first year of teaching. Our study shows that laughter is more than a gratuitous phenomenon. It is the result of a collective interactive achievement of the classroom participants that offsets the seriousness of science as a discipline. Laughter, whereas it challenges the seriousness of science, also includes the dialectical inversion of the challenge: it simultaneously reinforces the idea of science as serious business. Furthermore, levels of intimacy, complicity, and solidarity between the teacher and her students were reproduced and transformed through their laughter in class. ; No Full Text
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Keyword:
Science; Technology and Engineering Curriculum and Pedagogy
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URL: https://doi.org/10.1002/tea.20412 http://hdl.handle.net/10072/44300
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25 |
Radical embodiment and semiotics: toward a theory of mathematics in the flesh
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A study of laughter in science lessons
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In: School of Education (2011)
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Transcriptions, Mathematical Cognition, and Epistemology
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In: The Mathematics Enthusiast (2011)
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Elementary students’ and teacher’s interactions during out-of-classroom activities
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