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Context Rich Problems in Physics for Upper Secondary School
Mälardalen University, Department of Mathematics and Physics.
Mälardalen University, Department of Mathematics and Physics.ORCID iD: 0000-0003-2666-7260
Mälardalen University, Department of Mathematics and Physics.
2004 (English)In: Science Education International, ISSN 1450-104X, Vol. 16, no 4, 293-302 p.Article in journal (Refereed) Published
Abstract [en]

This paper reports observations from one of several case studies of students working with con­ text rich problems (CRP) and mini projects (MP) in an upper secondary school class. This small group work concerns the problem-solving of a context rich problem during an 80-minute lesson of physics. We have videofilmed a group of girls during their work, thereafter we have transcribed and analysed the videotape from how group discussions in physics influence the students' learning. Interactions between students during the group discussion are of different types. When it comes to development of conceptual understanding the girls go into exploratory talks, a kind of talks described by Douglas Barnes in the 1970s. The amount of talk within different categories of talk, how the amount of talk in different cate­ gories is divided amongst the girls, and their steps in the problem-solving  are specified.  The importance of timefor reflective talks in physics to enhance learning is high-lighted by quotations from the girls ' dis­cussions.

Place, publisher, year, edition, pages
2004. Vol. 16, no 4, 293-302 p.
National Category
Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-4045OAI: oai:DiVA.org:mdh-4045DiVA: diva2:120585
Available from: 2006-11-30 Created: 2006-11-30 Last updated: 2013-10-08Bibliographically approved
In thesis
1. Two dimensions of Student Ownership of Learning during Small-Group Work with Miniprojects and Context Rich Problems in Physics
Open this publication in new window or tab >>Two dimensions of Student Ownership of Learning during Small-Group Work with Miniprojects and Context Rich Problems in Physics
2006 (English)Doctoral thesis, comprehensive summary (Other scientific)
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.

Place, publisher, year, edition, pages
Institutionen för Matematik och Fysik, 2006
Series
Mälardalen University Press Dissertations, ISSN 1651-4238 ; 37
Keyword
ownership of learning, exploratory talks, physics learning, context rich problems, miniprojects
National Category
Natural Sciences
Research subject
Naturvetenskapernas och teknikens didaktik
Identifiers
urn:nbn:se:mdh:diva-169 (URN)91-85485-31-4 (ISBN)
Public defence
2007-01-12, Gamma, Hus U&T, Högskoleplan, Västerås, 10:15
Opponent
Supervisors
Available from: 2006-11-30 Created: 2006-11-30

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http://www.icaseonline.net/sei/15-04-2004/15-04-2004-293_302.pdf

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