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Physics learning with exploratory talks during a mini-project: A case study of four girls working with electric circuits
Mälardalens högskola, Institutionen för matematik och fysik. (NT-didaktik)
Mälardalens högskola, Institutionen för matematik och fysik. (NT-didaktik)
2005 (engelsk)Inngår i: Journal of Baltic Science Education, ISSN 1648-3898, Vol. 1, s. 6-11Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

During physics instruction with mini-projects, four upper secondary school girls decide to plan how to teach electric circuits to younger children. Their group discussions result in a conceptual change related to the concepts resistance and current. Their prior conception, built on current consumption, leads them into conceptual conflicts, and by exploratory talks they reach a new view based on current as movement with different speed. Students’ ownership of learning (SOL) is increased by an instructional design with mini-projects. This gives students the opportunity to choose a unique question, to determine their own learning process, to increase their motivation and to enhance development of competence and self-confidence.

sted, utgiver, år, opplag, sider
2005. Vol. 1, s. 6-11
Emneord [en]
physics teaching, students’ ownership of learning, motivation, conceptual change, electric circuits
HSV kategori
Identifikatorer
URN: urn:nbn:se:mdh:diva-2858OAI: oai:DiVA.org:mdh-2858DiVA, id: diva2:115521
Tilgjengelig fra: 2006-03-31 Laget: 2006-03-31 Sist oppdatert: 2015-07-06bibliografisk kontrollert

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