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Talking physics during small-group work with context-rich problems - Analysed from an ownership perspective
Mälardalens högskola, Institutionen för matematik och fysik.
Mälardalens högskola, Institutionen för matematik och fysik.ORCID-id: 0000-0003-2666-7260
Mälardalens högskola, Institutionen för matematik och fysik.
2009 (Engelska)Ingår i: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 7, nr 3, s. 455-472Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This study provides analyses of the conversations when university students work in small groups solving context-rich physics problems. We constructed context-rich, open-ended physics problems related to everyday life situations that lack some information required to solve and complete the tasks. The students' ownership of learning, their actions of choice and control, was analyzed in two dimensions: group and individual. Conversation analyses and flowcharts of the conversation were constructed from the complete transcripts of three groups. The theoretical framework for student ownership of learning demonstrated that it was possible to show that even if students have group ownership of the task, the individual student ownership of learning is not self-evident. The study also demonstrates the methodological power and value of the flowchart to identify conversation patterns in the groups that were effective in the search for exploratory talks and individual questions. We discuss implications for teacher development to enhance group work.

Ort, förlag, år, upplaga, sidor
2009. Vol. 7, nr 3, s. 455-472
Nationell ämneskategori
Didaktik
Identifikatorer
URN: urn:nbn:se:mdh:diva-4048DOI: 10.1007/s10763-008-9125-zISI: 000207961500002Scopus ID: 2-s2.0-67349252829OAI: oai:DiVA.org:mdh-4048DiVA, id: diva2:120588
Tillgänglig från: 2006-11-30 Skapad: 2006-11-30 Senast uppdaterad: 2017-12-14Bibliografiskt granskad
Ingår i avhandling
1. Two dimensions of Student Ownership of Learning during Small-Group Work with Miniprojects and Context Rich Problems in Physics
Öppna denna publikation i ny flik eller fönster >>Two dimensions of Student Ownership of Learning during Small-Group Work with Miniprojects and Context Rich Problems in Physics
2006 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

In this thesis the theoretical framework student ownership of learning (SOL) is developed both theoretically and with qualitative research, based on studies of small-group work in physics with miniprojects and context rich problems. Ownership is finally defined as actions of choice and control, i.e. the realised opportunities to own organisation of the work. The dimension group ownership of learning refers to the groups’ actions of choice and control of the management of the task: how the task is determined, performed and finally reported. The other dimension, the individual student ownership of learning, refers to the individual student's own question/idea that comes from own experiences, interests, or anomalies of understanding; an idea/question that recurs several times and leads to new insights. From literature and from own data, categories are constructed for group and individual student ownership of learning, which have been iteratively sharpened in order to identify ownership in these two dimensions. As a consequence, the use of the framework student ownership of learning is a way to identify an optimal level of ownership for better learning and higher motivation in physics teaching.

The first part of the thesis gives an overview of the theoretical background to the studies made, and summarises the findings. The second part consists of six articles that report case studies with analyses of audio/video-recorded student cooperative work, and student group discussions, from three collections of data: 1) students working with miniprojects in teacher education, 2) upper secondary school students taking a physics course that includes both context rich problems with group discussions and miniprojects, and 3), aeronautical engineering students working with context rich problems in an introductory physics course at university.

The thesis describes in a fine-grained analysis the conversation in the groups based on Barnes discourse moves, and finds that ownership and communication are related. Group discussions are found to be an indicator for group ownership of learning and exploratory talks often promotes individual student ownership of learning.

Ort, förlag, år, upplaga, sidor
Institutionen för Matematik och Fysik, 2006
Serie
Mälardalen University Press Dissertations, ISSN 1651-4238 ; 37
Nyckelord
ownership of learning, exploratory talks, physics learning, context rich problems, miniprojects
Nationell ämneskategori
Naturvetenskap
Forskningsämne
Naturvetenskapernas och teknikens didaktik
Identifikatorer
urn:nbn:se:mdh:diva-169 (URN)91-85485-31-4 (ISBN)
Disputation
2007-01-12, Gamma, Hus U&T, Högskoleplan, Västerås, 10:15
Opponent
Handledare
Tillgänglig från: 2006-11-30 Skapad: 2006-11-30

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Gustafsson, Peter

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