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Physics learning with exploratory talks during a mini-project: A case study of four girls working with electric circuits
Mälardalen University, Department of Mathematics and Physics. (NT-didaktik)
Mälardalen University, Department of Mathematics and Physics. (NT-didaktik)
2005 (English)In: Journal of Baltic Science Education, ISSN 1648-3898, Vol. 1, 6-11 p.Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
2005. Vol. 1, 6-11 p.
Keyword [en]
physics teaching, students’ ownership of learning, motivation, conceptual change, electric circuits
National Category
Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-2858OAI: oai:DiVA.org:mdh-2858DiVA: diva2:115521
Available from: 2006-03-31 Created: 2006-03-31 Last updated: 2015-07-06Bibliographically approved

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Citation style
  • apa
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