mdh.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
From everyday life experiences to physics understanding occurring in small group work with context rich problems during introductory physics work at university
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.
2007 (English)In: Research in Science Education, ISSN 0157-244X, Vol. 37, no 4, 449-467 p.Article in journal (Refereed) Published
Abstract [en]

How do students bridge everyday life views into physics understanding? We report from in-depth analysis of one group of four students, video-recorded over 135 min solving a context rich problem (CRP). Through transcripts of the group's conversations and from flow-charts made of thegroup talk we have categorised how students' experiences develop into physics reasoning. The conversations in the cooperative group are sometimes carried out by 'exploratory talks', but there are also parts of the conversation where the students develop their own thoughts without response from the others. Some evidence is given of: 1) how the students use exploratory talks to reach consensus about the boundary conditions of the task; 2) how the students state the problem more precisely by starting to talk about experiences they have had and to use their experiences as arguments, and 3) how individual questions are formulated in a process of meaning making. We find in this case-study that students' personaleveryday life experience develops into physics reasoning during group talk. We argue accordingly for more time in the physics classroom to solve open ended physics problems which promote group discussions taking departure from own experiences and enhance physics understanding.

Place, publisher, year, edition, pages
2007. Vol. 37, no 4, 449-467 p.
Keyword [en]
context rich problems; everyday-life experiences; ownership of learning; physics teaching
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:mdh:diva-4046DOI: 10.1007/s11165-006-9035-4ISI: 000248913700006Scopus ID: 2-s2.0-34548177081OAI: oai:DiVA.org:mdh-4046DiVA: diva2:120586
Available from: 2006-11-30 Created: 2006-11-30 Last updated: 2016-01-22Bibliographically 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

Open Access in DiVA

No full text

Other links

Publisher's full textScopushttp://www.researchgate.net/publication/225213472_From_Everyday_Life_Experiences_to_Physics_Understanding_Occurring_in_Small_Group_Work_with_Context_Rich_Problems_During_Introductory_Physics_Work_at_University

Search in DiVA

By author/editor
Gustafsson, Peter
By organisation
Department of Mathematics and Physics
Social Sciences

Search outside of DiVA

GoogleGoogle Scholar

Altmetric score

Total: 64 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf