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Two Dimensions of Student Ownership of Learning During Small-Group Work in Physics
Mälardalen University, Department of Mathematics and Physics.
Mälardalen University, Department of Mathematics and Physics.
2008 (English)In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 6, no 4, p. 629-653Article in journal (Refereed) Published
Abstract [en]

The theoretical framework student ownership of learning is developed both theoretically and with qualitative research. The metaphor "ownership" is related to the process towards meaning making and understanding and is seen as relevant especially to improve physics instruction. 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 an individual student's own question/idea that comes from own experiences, interests or anomalies of understanding; an idea/question that comes back several times and leads to new insights. From literature and from our own data, we have developed categories for group and individual student ownership of learning, which were iteratively sharpened in order to identify ownership in the two dimensions. As a consequence, we argue for use of the framework student ownership of learning as a way to identify an optimal level of ownership for better learning and higher motivation in physics teaching.

Place, publisher, year, edition, pages
2008. Vol. 6, no 4, p. 629-653
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:mdh:diva-4047DOI: 10.1007/s10763-007-9075-xScopus ID: 2-s2.0-55849127089OAI: oai:DiVA.org:mdh-4047DiVA, id: diva2:120587
Available from: 2006-11-30 Created: 2006-11-30 Last updated: 2017-12-14Bibliographically 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
Keywords
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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